Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
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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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 |
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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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