A síndrome do burnout em professores de educação física da rede municipal da cidade de fortaleza-CE

• Autor(a) principal: Capelo, Mariana Guimarães
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/36526
• topic: Síndrome de Burnout; Professores; Educação Física

Teaching as a profession is considered today one of the most stressful job, a profession of risks. It is a social phenomenon of the Western world, which has as causative agents: devaluation, constant professional demands; violence; indiscipline, among other factors that end up causing on the teachers an identity crisis and questioning themselves about their professional choice and the proper meaning of the teaching profession. These feelings of exhaustion, weariness of energy, failure, irritability, depression, annoyance, fatigue behavior, which results in the professional work leave due health problems and in some cases the waiver of the profession are symptoms of a syndrome called Burnout. It develops more frequently in professionals in activities where there is direct contact with the public, such as health and education professionals. The aim of this study was to analyze Burnout syndrome, identify its characteristics and verify its presence and whether or not the time of dedication to more than one shift or school has or not influence in the development of the syndrome in Physical Education teachers of municipal public schools in the city of Fortaleza. This is a cross-sectional descriptive study. The sample was chosen in a nonrandom way according to availability, composed of 23 permanent teachers of Physical Education of either sex, residing locally and acting in municipal schools in the city of Fortaleza/Ceará. The methods used were the application of a Maslach Burnout Inventory Educators Survey-Es (MBI-ED) and a socio-functional questionnaire was prepared by the researcher herself, consisting of 27 questions. The main results were that 23% of the surveyed teachers had a high level of emotional exhaustion, 14% had high levels of depersonalization, and 3% had low professional achievement. When analyzing each professional of the research, it was identified that none showed signs of the syndrome, since those that revealed high levels of emotional exhaustion presented levels of depersonalization and low professional achievement moderate to low. It was concluded that the syndrome has not being developed or is under development in these teachers.