Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System

Detalhes bibliográficos
Autor(a) principal: Mota, Ana Isabel
Data de Publicação: 2021
Outros Autores: Lopes, João Arménio Lamego, Oliveira, Célia Regina Gomes
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.3390/educsci11080392
http://hdl.handle.net/10437/12488
Resumo: Teaching has been identified as an environment of extreme physical, mental, and cognitive demand for teachers and is one of the careers where burnout levels are the highest. This qualitative study aims to (i) understand the importance of personal, organizational, and classroom dimensions concerning the Portuguese education system, (ii) and how these dimensions contribute to burnout in Portuguese teachers from different teaching levels. Semi-structured interviews were conducted with twenty-six primary and high school teachers. Results offer insights on the impact that different variables have on teachers’ burnout. The content analysis suggests that organization is the most relevant dimension contributing to teachers’ burnout. On the other hand, the classroom category appears to be the most challenging context for teachers to manage. The results highlight the need to consider the dynamics and interdependency between personal, organizational, and classroom dimensions in the development and prevalence of burnout.
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spelling Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational SystemBURNOUTESCOLASPSICOLOGIAPROFESSORESFATORES DE RISCOINVESTIGAÇÃO QUALITATIVATEACHERSRISK FACTORSMENTAL HEALTHQUALITATIVE RESEARCHPSYCHOLOGYEDUCATION SCIENCESSCHOOLSTeaching has been identified as an environment of extreme physical, mental, and cognitive demand for teachers and is one of the careers where burnout levels are the highest. This qualitative study aims to (i) understand the importance of personal, organizational, and classroom dimensions concerning the Portuguese education system, (ii) and how these dimensions contribute to burnout in Portuguese teachers from different teaching levels. Semi-structured interviews were conducted with twenty-six primary and high school teachers. Results offer insights on the impact that different variables have on teachers’ burnout. The content analysis suggests that organization is the most relevant dimension contributing to teachers’ burnout. On the other hand, the classroom category appears to be the most challenging context for teachers to manage. The results highlight the need to consider the dynamics and interdependency between personal, organizational, and classroom dimensions in the development and prevalence of burnout.CIÊNCIAS DA EDUCAÇÃO2022-01-21T17:05:12Z2021-06-29T00:00:00Z2021-06-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.3390/educsci11080392http://hdl.handle.net/10437/12488engMota, Ana IsabelLopes, João Arménio LamegoOliveira, Célia Regina Gomesinfo: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:RCAAP2023-03-09T14:04:00Zoai:recil.ensinolusofona.pt:10437/12488Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:12:05.819054Repositório 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 Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
title Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
spellingShingle Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
Mota, Ana Isabel
BURNOUT
ESCOLAS
PSICOLOGIA
PROFESSORES
FATORES DE RISCO
INVESTIGAÇÃO QUALITATIVA
TEACHERS
RISK FACTORS
MENTAL HEALTH
QUALITATIVE RESEARCH
PSYCHOLOGY
EDUCATION SCIENCES
SCHOOLS
title_short Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
title_full Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
title_fullStr Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
title_full_unstemmed Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
title_sort Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
author Mota, Ana Isabel
author_facet Mota, Ana Isabel
Lopes, João Arménio Lamego
Oliveira, Célia Regina Gomes
author_role author
author2 Lopes, João Arménio Lamego
Oliveira, Célia Regina Gomes
author2_role author
author
dc.contributor.author.fl_str_mv Mota, Ana Isabel
Lopes, João Arménio Lamego
Oliveira, Célia Regina Gomes
dc.subject.por.fl_str_mv BURNOUT
ESCOLAS
PSICOLOGIA
PROFESSORES
FATORES DE RISCO
INVESTIGAÇÃO QUALITATIVA
TEACHERS
RISK FACTORS
MENTAL HEALTH
QUALITATIVE RESEARCH
PSYCHOLOGY
EDUCATION SCIENCES
SCHOOLS
topic BURNOUT
ESCOLAS
PSICOLOGIA
PROFESSORES
FATORES DE RISCO
INVESTIGAÇÃO QUALITATIVA
TEACHERS
RISK FACTORS
MENTAL HEALTH
QUALITATIVE RESEARCH
PSYCHOLOGY
EDUCATION SCIENCES
SCHOOLS
description Teaching has been identified as an environment of extreme physical, mental, and cognitive demand for teachers and is one of the careers where burnout levels are the highest. This qualitative study aims to (i) understand the importance of personal, organizational, and classroom dimensions concerning the Portuguese education system, (ii) and how these dimensions contribute to burnout in Portuguese teachers from different teaching levels. Semi-structured interviews were conducted with twenty-six primary and high school teachers. Results offer insights on the impact that different variables have on teachers’ burnout. The content analysis suggests that organization is the most relevant dimension contributing to teachers’ burnout. On the other hand, the classroom category appears to be the most challenging context for teachers to manage. The results highlight the need to consider the dynamics and interdependency between personal, organizational, and classroom dimensions in the development and prevalence of burnout.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-29T00:00:00Z
2021-06-29
2022-01-21T17:05:12Z
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 https://doi.org/10.3390/educsci11080392
http://hdl.handle.net/10437/12488
url https://doi.org/10.3390/educsci11080392
http://hdl.handle.net/10437/12488
dc.language.iso.fl_str_mv eng
language eng
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 CIÊNCIAS DA EDUCAÇÃO
publisher.none.fl_str_mv CIÊNCIAS DA EDUCAÇÃO
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
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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