Stress vulnerability : implications for teacher well-being and satisfaction
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.19/4092 |
Resumo: | Abstract: Background: Stress is part of the individual, both at work and in social life. Prompted by several factors, stress is also present in the life of the teacher. Objectives: To identify the factors that have prompted stress situations for teachers in elementary school in the city of Campo Grande-AL; to determine the main stressors on well-being and satisfaction. Methods: Quantitative, non-experimental, cross-sectional, descriptive and correlational research was selected. Data collection was performed by a protocol consisting of a sociodemographic characterisation questionnaire and the following: the Overall Job Satisfaction Scale; the Stress vulnerability Scale; the Positive and Negative Affect Scale; the Family Apgar and the Quality of Life Inventory. We used a non-probabilistic, convenience sample made up of 70 (seventy) elementary school teachers. Results: 50% of participants were found to show stress vulnerability; 28.5% had a good relationship with strangers and 55% reported having support from friends. No family problems were identified and 65% of respondents reported having family help. In job satisfaction only 27% of teachers were satisfied and 30% thought about leaving their work. Conclusions: Burnout in the classroom involves everyday situations for teachers, leading to the need to alert government agencies in order to adopt strategies for teacher well-being and satisfaction with a view to success. |
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Stress vulnerability : implications for teacher well-being and satisfactionStress vulnerabilityTeacherWelfareJob satisfactionAbstract: Background: Stress is part of the individual, both at work and in social life. Prompted by several factors, stress is also present in the life of the teacher. Objectives: To identify the factors that have prompted stress situations for teachers in elementary school in the city of Campo Grande-AL; to determine the main stressors on well-being and satisfaction. Methods: Quantitative, non-experimental, cross-sectional, descriptive and correlational research was selected. Data collection was performed by a protocol consisting of a sociodemographic characterisation questionnaire and the following: the Overall Job Satisfaction Scale; the Stress vulnerability Scale; the Positive and Negative Affect Scale; the Family Apgar and the Quality of Life Inventory. We used a non-probabilistic, convenience sample made up of 70 (seventy) elementary school teachers. Results: 50% of participants were found to show stress vulnerability; 28.5% had a good relationship with strangers and 55% reported having support from friends. No family problems were identified and 65% of respondents reported having family help. In job satisfaction only 27% of teachers were satisfied and 30% thought about leaving their work. Conclusions: Burnout in the classroom involves everyday situations for teachers, leading to the need to alert government agencies in order to adopt strategies for teacher well-being and satisfaction with a view to success.Future AcademyRepositório Científico do Instituto Politécnico de ViseuMartins, ConceiçãoBispo, LaudeniceCampos, SofiaMoreira, TeresaMartins, RosaVieira, Marco2017-01-25T11:13:32Z20162016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.19/4092engMartins, C., Bispo, L., Campos, S., Moreira, T., Martins, R., & Vieira, M. (2016). Stress vulnerability: Implications for teacher well-being and satisfaction. The European Proceedings of Social & Behavioural Sciences, 746-757. http://www.futureacademy.org.uk/files/images/upload/77_4184_fulltext.pdf2357-1330http://dx.doi.org/10.15405/epsbs.2016.11.77info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-01-16T15:27:02Zoai:repositorio.ipv.pt:10400.19/4092Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:42:48.792487Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Stress vulnerability : implications for teacher well-being and satisfaction |
title |
Stress vulnerability : implications for teacher well-being and satisfaction |
spellingShingle |
Stress vulnerability : implications for teacher well-being and satisfaction Martins, Conceição Stress vulnerability Teacher Welfare Job satisfaction |
title_short |
Stress vulnerability : implications for teacher well-being and satisfaction |
title_full |
Stress vulnerability : implications for teacher well-being and satisfaction |
title_fullStr |
Stress vulnerability : implications for teacher well-being and satisfaction |
title_full_unstemmed |
Stress vulnerability : implications for teacher well-being and satisfaction |
title_sort |
Stress vulnerability : implications for teacher well-being and satisfaction |
author |
Martins, Conceição |
author_facet |
Martins, Conceição Bispo, Laudenice Campos, Sofia Moreira, Teresa Martins, Rosa Vieira, Marco |
author_role |
author |
author2 |
Bispo, Laudenice Campos, Sofia Moreira, Teresa Martins, Rosa Vieira, Marco |
author2_role |
author author author author author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico de Viseu |
dc.contributor.author.fl_str_mv |
Martins, Conceição Bispo, Laudenice Campos, Sofia Moreira, Teresa Martins, Rosa Vieira, Marco |
dc.subject.por.fl_str_mv |
Stress vulnerability Teacher Welfare Job satisfaction |
topic |
Stress vulnerability Teacher Welfare Job satisfaction |
description |
Abstract: Background: Stress is part of the individual, both at work and in social life. Prompted by several factors, stress is also present in the life of the teacher. Objectives: To identify the factors that have prompted stress situations for teachers in elementary school in the city of Campo Grande-AL; to determine the main stressors on well-being and satisfaction. Methods: Quantitative, non-experimental, cross-sectional, descriptive and correlational research was selected. Data collection was performed by a protocol consisting of a sociodemographic characterisation questionnaire and the following: the Overall Job Satisfaction Scale; the Stress vulnerability Scale; the Positive and Negative Affect Scale; the Family Apgar and the Quality of Life Inventory. We used a non-probabilistic, convenience sample made up of 70 (seventy) elementary school teachers. Results: 50% of participants were found to show stress vulnerability; 28.5% had a good relationship with strangers and 55% reported having support from friends. No family problems were identified and 65% of respondents reported having family help. In job satisfaction only 27% of teachers were satisfied and 30% thought about leaving their work. Conclusions: Burnout in the classroom involves everyday situations for teachers, leading to the need to alert government agencies in order to adopt strategies for teacher well-being and satisfaction with a view to success. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016 2016-01-01T00:00:00Z 2017-01-25T11:13:32Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.19/4092 |
url |
http://hdl.handle.net/10400.19/4092 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Martins, C., Bispo, L., Campos, S., Moreira, T., Martins, R., & Vieira, M. (2016). Stress vulnerability: Implications for teacher well-being and satisfaction. The European Proceedings of Social & Behavioural Sciences, 746-757. http://www.futureacademy.org.uk/files/images/upload/77_4184_fulltext.pdf 2357-1330 http://dx.doi.org/10.15405/epsbs.2016.11.77 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Future Academy |
publisher.none.fl_str_mv |
Future Academy |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130895426256896 |