BURNOUT SYNDROME IN BASIC EDUCATION TEACHING: a perspective about the risk and prevention factors pointed out in the literature
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Scientia Generalis |
Texto Completo: | https://scientiageneralis.com.br/index.php/SG/article/view/205 |
Resumo: | The teaching profession is considered one of the most stressful occupations. The chronic stress experienced by this professional can lead to Burnout Syndrome. This study aimed to check the risk factors and ways of preventing Burnout Syndrome in Basic Education teachers mentioned in the literature, seeking to come up with actions focused on the work and on the individual. The research was carried out based on an integrative literature review, by using articles from the https://scielo.org/ database. Works in Portuguese were choosed, published between 2016 and 2020 and the keywords used were Burnout x teachers and Burnout x teachers. They were recovered and reviewed six works. Regarding the authorship, none of the articles were written by professionals in the field of education. Considering the methodological designs, no study was concerned with carrying out something concrete in search of prevention and intervention. The risk factors related to the syndrome in focus, found in articles include: tough work routine with high workloads, excessive tasks, responsibilities and charges for productivity, bureaucracy, excessive protocols and documents to be produced. Adverse conditions regarding the exerce of the profession, lack of material resources, difficulty in interpersonal relationships in the workplace, indiscipline and violence in the school context, low pay, little participation in planning and teaching policies. Regarding the forms of prevention, actions were suggested both focusing on the individual and on the organization: changes in work routines and also in the way the managers deal with leadership, reflection on the importance of interpersonal relationships and ways of living them, emotions management and offer of psychosocial support to the teachers. Thus the study shows that there must be a new look for the teachers of basic education, since it suggests the implementation of preventive and interventional actions and not just the discussion on the subject. |
id |
INDEP-1_bbfd6104bdac8b447e9c04e192a6c8b8 |
---|---|
oai_identifier_str |
oai:ojs2.scientiageneralis.com.br:article/205 |
network_acronym_str |
INDEP-1 |
network_name_str |
Scientia Generalis |
repository_id_str |
|
spelling |
BURNOUT SYNDROME IN BASIC EDUCATION TEACHING: a perspective about the risk and prevention factors pointed out in the literatureSÍNDROME DE BURNOUT EN LA ENSEÑANZA DE LA EDUCACIÓN BÁSICA: una perspectiva sobre los factores de riesgo y prevención señalados en la literaturaBURNOUT DOCENTE NA EDUCAÇÃO BÁSICA: um olhar para os fatores de risco e prevenção apontados pela literaturaOccupational BurnoutTeacherInterventionEsgotamento profissionalProfessorIntervençãoBurnout OcupacionalProfesorIntervenciónThe teaching profession is considered one of the most stressful occupations. The chronic stress experienced by this professional can lead to Burnout Syndrome. This study aimed to check the risk factors and ways of preventing Burnout Syndrome in Basic Education teachers mentioned in the literature, seeking to come up with actions focused on the work and on the individual. The research was carried out based on an integrative literature review, by using articles from the https://scielo.org/ database. Works in Portuguese were choosed, published between 2016 and 2020 and the keywords used were Burnout x teachers and Burnout x teachers. They were recovered and reviewed six works. Regarding the authorship, none of the articles were written by professionals in the field of education. Considering the methodological designs, no study was concerned with carrying out something concrete in search of prevention and intervention. The risk factors related to the syndrome in focus, found in articles include: tough work routine with high workloads, excessive tasks, responsibilities and charges for productivity, bureaucracy, excessive protocols and documents to be produced. Adverse conditions regarding the exerce of the profession, lack of material resources, difficulty in interpersonal relationships in the workplace, indiscipline and violence in the school context, low pay, little participation in planning and teaching policies. Regarding the forms of prevention, actions were suggested both focusing on the individual and on the organization: changes in work routines and also in the way the managers deal with leadership, reflection on the importance of interpersonal relationships and ways of living them, emotions management and offer of psychosocial support to the teachers. Thus the study shows that there must be a new look for the teachers of basic education, since it suggests the implementation of preventive and interventional actions and not just the discussion on the subject.La profesión docente se considera una de las ocupaciones más estresantes. El estrés crónico experimentado por este profesional puede conducir al síndrome de burnout. Este estudio tuvo como objetivo verificar los factores de riesgo y las formas de prevenir el Síndrome de Burnout en los docentes de Educación Básica mencionados en la literatura, buscando idear acciones enfocadas en el trabajo y en el individuo. La investigación se llevó a cabo en base a una revisión integradora de la literatura, mediante el uso de artículos de la base de datos https://scielo.org/. Se eligieron trabajos en portugués, publicados entre 2016 y 2020 y las palabras clave utilizadas fueron Burnout x profesores y Burnout x profesores. Se recuperaron y revisaron seis obras. En cuanto a la autoría, ninguno de los artículos fue escrito por profesionales del ámbito de la educación. Considerando los diseños metodológicos, ningún estudio se preocupó por realizar algo concreto en busca de prevención e intervención. Los factores de riesgo relacionados con el síndrome en foco, que se encuentran en los artículos incluyen: rutina de trabajo dura con altas cargas de trabajo, tareas excesivas, responsabilidades y cargos por productividad, burocracia, protocolos excesivos y documentos a producir. Condiciones adversas en cuanto al ércipe de la profesión, falta de recursos materiales, dificultad en las relaciones interpersonales en el lugar de trabajo, indisciplina y violencia en el contexto escolar, bajos salarios, poca participación en las políticas de planificación y enseñanza. En cuanto a las formas de prevención, se sugirieron acciones tanto centradas en el individuo como en la organización: cambios en las rutinas de trabajo y también en la forma en que los directivos tratan el liderazgo, reflexión sobre la importancia de las relaciones interpersonales y formas de vivirlas, gestión de las emociones y oferta de apoyo psicosocial a los docentes. Así, el estudio muestra que debe haber una nueva mirada para los docentes de educación básica, ya que sugiere la implementación de acciones preventivas e intervencionistas y no solo la discusión sobre el tema.A profissão docente é considerada uma das mais estressantes ocupações. O estresse vivenciado por esse profissional quando crônico pode originar a Síndrome de Burnout. O presente estudo teve como objetivo verificar os fatores de risco e as formas de prevenção da Síndrome de Burnout em professores da Educação Básica apontados na literatura, buscando sugerir ações com foco no trabalho e no indivíduo. A pesquisa foi feita a partir de uma revisão integrativa da literatura, sendo utilizados artigos da base de dados https://scielo.org/. Foram selecionadas obras em português publicadas de 2016 a 2020 por meio das seguintes palavras-chave: Burnout x professores e Burnout x docentes. Foram recuperadas e revisadas seis obras. Em relação à autoria, nenhum dos artigos foi redigido por profissionais da área da educação. Considerando-se os desenhos metodológicos, nenhum estudo se ocupou de realizar algo concreto em busca da prevenção e intervenção. Os fatores de risco relacionados à síndrome em foco, encontrados nos artigos, incluem: rotina intensa de trabalho com cargas horárias elevadas; excesso de tarefas; responsabilidades e cobranças por rendimento; burocracia, excesso de protocolos e documentos a serem produzidos; condições desfavoráveis ao exercício da profissão, falta de recursos materiais, dificuldade no relacionamento interpessoal no ambiente de trabalho, indisciplina e violência no contexto escolar; baixa remuneração; pouca participação no planejamento e nas políticas de ensino. Em relação às formas de prevenção foram sugeridas ações tanto com foco no indivíduo, quanto na organização: alterações nas rotinas de trabalho e nas formas de liderança dos gestores, reflexão sobre a importância das relações interpessoais e as formas de vivenciá-las, gerenciamento das emoções e oferecimento de apoio psicossocial aos docentes. O estudo evidencia, portanto, que deve haver um novo olhar para os professores da educação básica, sugerindo-se a efetivação de ações preventivas e interventivas e não apenas a discussão sobre a temática.Scientia GeneralisScientia GeneralisScientia Generalis2021-11-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://scientiageneralis.com.br/index.php/SG/article/view/20527363/v2n2a25Scientia Generalis; v. 2 n. 2 (2021); 271-280Scientia Generalis; Vol. 2 No. 2 (2021); 271-280Scientia Generalis; Vol. 2 Núm. 2 (2021); 271-2802675-299927363/v2n2reponame:Scientia Generalisinstname:Publicação independenteinstacron:INDEPporhttps://scientiageneralis.com.br/index.php/SG/article/view/205/149Copyright (c) 2021 Luana Vaz de Oliveira, Luciana de Araújo Mendes Silvahttps://creativecommons.org/licenses/by-sa/4.0info:eu-repo/semantics/openAccessVaz de Oliveira, Luanade Araújo Mendes Silva, Luciana2023-08-01T03:32:06Zoai:ojs2.scientiageneralis.com.br:article/205Revistahttps://scientiageneralis.com.br/index.php/SGPRIhttps://scientiageneralis.com.br/index.php/SG/oaieditor@scientiageneralis.com.br2675-29992675-2999opendoar:2023-08-01T03:32:06Scientia Generalis - Publicação independentefalse |
dc.title.none.fl_str_mv |
BURNOUT SYNDROME IN BASIC EDUCATION TEACHING: a perspective about the risk and prevention factors pointed out in the literature SÍNDROME DE BURNOUT EN LA ENSEÑANZA DE LA EDUCACIÓN BÁSICA: una perspectiva sobre los factores de riesgo y prevención señalados en la literatura BURNOUT DOCENTE NA EDUCAÇÃO BÁSICA: um olhar para os fatores de risco e prevenção apontados pela literatura |
title |
BURNOUT SYNDROME IN BASIC EDUCATION TEACHING: a perspective about the risk and prevention factors pointed out in the literature |
spellingShingle |
BURNOUT SYNDROME IN BASIC EDUCATION TEACHING: a perspective about the risk and prevention factors pointed out in the literature Vaz de Oliveira, Luana Occupational Burnout Teacher Intervention Esgotamento profissional Professor Intervenção Burnout Ocupacional Profesor Intervención |
title_short |
BURNOUT SYNDROME IN BASIC EDUCATION TEACHING: a perspective about the risk and prevention factors pointed out in the literature |
title_full |
BURNOUT SYNDROME IN BASIC EDUCATION TEACHING: a perspective about the risk and prevention factors pointed out in the literature |
title_fullStr |
BURNOUT SYNDROME IN BASIC EDUCATION TEACHING: a perspective about the risk and prevention factors pointed out in the literature |
title_full_unstemmed |
BURNOUT SYNDROME IN BASIC EDUCATION TEACHING: a perspective about the risk and prevention factors pointed out in the literature |
title_sort |
BURNOUT SYNDROME IN BASIC EDUCATION TEACHING: a perspective about the risk and prevention factors pointed out in the literature |
author |
Vaz de Oliveira, Luana |
author_facet |
Vaz de Oliveira, Luana de Araújo Mendes Silva, Luciana |
author_role |
author |
author2 |
de Araújo Mendes Silva, Luciana |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Vaz de Oliveira, Luana de Araújo Mendes Silva, Luciana |
dc.subject.por.fl_str_mv |
Occupational Burnout Teacher Intervention Esgotamento profissional Professor Intervenção Burnout Ocupacional Profesor Intervención |
topic |
Occupational Burnout Teacher Intervention Esgotamento profissional Professor Intervenção Burnout Ocupacional Profesor Intervención |
description |
The teaching profession is considered one of the most stressful occupations. The chronic stress experienced by this professional can lead to Burnout Syndrome. This study aimed to check the risk factors and ways of preventing Burnout Syndrome in Basic Education teachers mentioned in the literature, seeking to come up with actions focused on the work and on the individual. The research was carried out based on an integrative literature review, by using articles from the https://scielo.org/ database. Works in Portuguese were choosed, published between 2016 and 2020 and the keywords used were Burnout x teachers and Burnout x teachers. They were recovered and reviewed six works. Regarding the authorship, none of the articles were written by professionals in the field of education. Considering the methodological designs, no study was concerned with carrying out something concrete in search of prevention and intervention. The risk factors related to the syndrome in focus, found in articles include: tough work routine with high workloads, excessive tasks, responsibilities and charges for productivity, bureaucracy, excessive protocols and documents to be produced. Adverse conditions regarding the exerce of the profession, lack of material resources, difficulty in interpersonal relationships in the workplace, indiscipline and violence in the school context, low pay, little participation in planning and teaching policies. Regarding the forms of prevention, actions were suggested both focusing on the individual and on the organization: changes in work routines and also in the way the managers deal with leadership, reflection on the importance of interpersonal relationships and ways of living them, emotions management and offer of psychosocial support to the teachers. Thus the study shows that there must be a new look for the teachers of basic education, since it suggests the implementation of preventive and interventional actions and not just the discussion on the subject. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://scientiageneralis.com.br/index.php/SG/article/view/205 27363/v2n2a25 |
url |
https://scientiageneralis.com.br/index.php/SG/article/view/205 |
identifier_str_mv |
27363/v2n2a25 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://scientiageneralis.com.br/index.php/SG/article/view/205/149 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Luana Vaz de Oliveira, Luciana de Araújo Mendes Silva https://creativecommons.org/licenses/by-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Luana Vaz de Oliveira, Luciana de Araújo Mendes Silva https://creativecommons.org/licenses/by-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Scientia Generalis Scientia Generalis Scientia Generalis |
publisher.none.fl_str_mv |
Scientia Generalis Scientia Generalis Scientia Generalis |
dc.source.none.fl_str_mv |
Scientia Generalis; v. 2 n. 2 (2021); 271-280 Scientia Generalis; Vol. 2 No. 2 (2021); 271-280 Scientia Generalis; Vol. 2 Núm. 2 (2021); 271-280 2675-2999 27363/v2n2 reponame:Scientia Generalis instname:Publicação independente instacron:INDEP |
instname_str |
Publicação independente |
instacron_str |
INDEP |
institution |
INDEP |
reponame_str |
Scientia Generalis |
collection |
Scientia Generalis |
repository.name.fl_str_mv |
Scientia Generalis - Publicação independente |
repository.mail.fl_str_mv |
editor@scientiageneralis.com.br |
_version_ |
1797042484504690688 |