Stress and Burnout in Teachers of Special Education

• Autor(a) principal: Martins, Rosa
• Data de Publicação: 2015
• Outros Autores: Batista, Ana Isabel, Campos, Sofia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.7559/gestaoedesenvolvimento.2015.278

The functions required of the teacher, in the current social and professional context, require personal skills, which cannot only be reduced to the accumulation of knowledge. Teaching is considered a high-pressure job, very demanding with burnout being a very common syndrome. Teachers of students with special educational needs are at an even higher psychological burden and are also more prone to stress and burnout. So it is our goal to assess stress levels and burnout in special education teachers and verify to what extent the sociodemographic and psychosocial variables have a significant effect on these levels. This is a quantitative study, cross-sectional and descriptive-correlational. The sample consists of 90 teachers of special education in the country's central region. The data collection instrument aggregates questions of sociodemographic, professional, and health characterization, as well as two scales: one for assessment of stress levels and burnout (CPB-R) and one for evaluating self-efficacy (SES). The statistical analysis was done using SPSS version 19. The sample is mostly female, married, with a degree and an average age of 46 years. Stress is present in a high number of teachers, who feel the lack of recognition and professional achievement. Similarly, the evaluation of supervision, of the organizational conditions, emotional exhaustion, the total burnout, and the depersonalization, although referred have lower levels. Self-perception is low to moderate for most, with a positive emphasis on effectively to adversity. Stress and burnout is higher in older teachers, divorced, teaching the 3rd cycle, with a weekly schedule of 22/25 hours and with low efficacy perception. The evidence showed that stress and burnout of teachers is differentiated and multidimensional, however it is present in a very significant number of special education teachers.