Professional exhaustion in teaching: Burnout Syndrome in university teachers during the COVID-19 pandemic
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/31385 |
Resumo: | Introduction: Burnout Syndrome (BS) emerged in the 197's and has three components: emotional, depersonalization and low professional achievement. Objective: To investigate, through the literature, what are the factors associated with Burnout Syndrome in teachers during the COVID-19 pandemic. Method: Integrative literature review, with a qualitative approach, exploratory and descriptive. The survey in the databases at LAT was carried out in MEDLINE and LIL through the VHL, and the portal accessed by Periódicos da Capes. The descriptors used were: “burnout”, “teachers” and “COVID-19”, crossed by the Boolean operator AND. Primary studies were included, available with full texts, between 2020 and 2021, in Spanish, English and Brazilian Portuguese. Review studies, articles not tested by peers, duplicate articles from the database, incomplete, and research that deviated from the theme and objective were excluded. Results and discussion: Initially, 22 articles were found. 21 were selected for analysis, where six composed the final review. The main factors related to SB or class activities factors, increase in meetings, lack of training, training room, excessive control conditions at work, increase of employees in local activities, transform the work environment, share with others in the family, between others. Final Considerations: It is essential that actions are developed in order to guarantee the professional satisfaction of teachers, either through psychological monitoring or through activities that help professional satisfaction in educational institutions. |
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Professional exhaustion in teaching: Burnout Syndrome in university teachers during the COVID-19 pandemicAgotamiento profesional en la docencia: Síndrome de Burnout en docentes universitarios durante la pandemia del COVID-19Esgotamento profissional na docência: Síndrome de Burnout em professores universitários durante a pandemia da COVID-19Acompanhamento psicológicoDocênciaUniversidade. Seguimiento psicológicoEnseñanzaUniversidad.Psychological follow-upTeachingUniversity.Introduction: Burnout Syndrome (BS) emerged in the 197's and has three components: emotional, depersonalization and low professional achievement. Objective: To investigate, through the literature, what are the factors associated with Burnout Syndrome in teachers during the COVID-19 pandemic. Method: Integrative literature review, with a qualitative approach, exploratory and descriptive. The survey in the databases at LAT was carried out in MEDLINE and LIL through the VHL, and the portal accessed by Periódicos da Capes. The descriptors used were: “burnout”, “teachers” and “COVID-19”, crossed by the Boolean operator AND. Primary studies were included, available with full texts, between 2020 and 2021, in Spanish, English and Brazilian Portuguese. Review studies, articles not tested by peers, duplicate articles from the database, incomplete, and research that deviated from the theme and objective were excluded. Results and discussion: Initially, 22 articles were found. 21 were selected for analysis, where six composed the final review. The main factors related to SB or class activities factors, increase in meetings, lack of training, training room, excessive control conditions at work, increase of employees in local activities, transform the work environment, share with others in the family, between others. Final Considerations: It is essential that actions are developed in order to guarantee the professional satisfaction of teachers, either through psychological monitoring or through activities that help professional satisfaction in educational institutions.Introducción: El Síndrome de Burnout (SB) surge en la década de 197 y tiene tres componentes: emocional, despersonalización y bajo rendimiento profesional. Objetivo: Investigar, a través de la literatura, cuáles son los factores asociados al Síndrome de Burnout en docentes durante la pandemia del COVID-19. Método: Revisión integrativa de la literatura, con enfoque cualitativo, exploratorio y descriptivo. La encuesta en las bases de datos del LAT fue realizada en MEDLINE y LIL a través de la BVS y del portal accedido por Periódicos da Capes. Los descriptores utilizados fueron: “burnout”, “docentes” y “COVID-19”, cruzados por el operador booleano AND. Se incluyeron estudios primarios, disponibles con texto completo, entre 2020 y 2021, en español, inglés y portugués de Brasil. Se excluyeron estudios de revisión, artículos no probados por pares, artículos duplicados de la base de datos, incompletos e investigaciones que se desviaron del tema y objetivo. Resultados y discusión: Inicialmente, se encontraron 22 artículos. Se seleccionaron 21 para el análisis, donde seis componían la revisión final. Los principales factores relacionados con el SB fueron el exceso de actividades fuera del aula, aumento de reuniones, falta de capacitación, condiciones inadecuadas relacionadas con el trabajo, exigencias excesivas, transformar el ambiente familiar en un lugar de trabajo, compartir la computadora con otros miembros de la familia, entre otros. Consideraciones finales: Es fundamental que se desarrollen acciones con el fin de garantizar la satisfacción profesional de los docentes, ya sea a través del seguimiento psicológico o mediante actividades que ayuden a la satisfacción profesional en las instituciones educativas.Introdução: A Síndrome de Burnout (SB) surgiu na década de 1970, sendo caracterizada por três componentes: exaustão emocional, despersonalização e baixa realização profissional. Objetivo: Investigar, por meio da literatura, quais são os fatores associados à Síndrome de Burnout em docentes durante a pandemia da COVID-19. Método: Revisão integrativa da literatura, de abordagem qualitativa, de natureza exploratória e descritiva. O levantamento nas bases de dados foi efetuado na MEDLINE e LILACS, por intermédio da BVS, e na LATINDEX, acessada pelo Portal de Periódicos da Capes. Os descritores utilizados foram: “burnout”, “docentes” e “COVID-19”, cruzados pelo operador booleano AND. Foram incluídos estudos primários, disponíveis com textos completos, entre 2020 a 2021, nos idiomas espanhol, inglês e português do Brasil. Foram excluídos estudos de revisão, estudos não avaliados por pares, artigos duplicados nas bases de dados, artigos incompletos, pesquisas que fugissem da temática e do objetivo deste trabalho. Resultados e discussão: Inicialmente, foram encontrados 22 artigos. Sendo 21 selecionados para análise, onde seis compuseram a revisão final. Os principais fatores relacionados a SB foram o excesso de atividades fora da sala de aula, aumento de reuniões, falta de treinamento, condições inadequadas relacionadas ao trabalho, excesso de cobrança, transformar o ambiente familiar em local de trabalho, dividir o computador com outros membros da família, entre outros. Considerações Finais: É essencial que ações sejam desenvolvidas, a fim de garantir a satisfação profissional dos professores, seja por meio de acompanhamento psicológico ou por intermédio de atividades que auxiliem a satisfação profissional nas instituições de ensino.Research, Society and Development2022-06-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3138510.33448/rsd-v11i8.31385Research, Society and Development; Vol. 11 No. 8; e44111831385Research, Society and Development; Vol. 11 Núm. 8; e44111831385Research, Society and Development; v. 11 n. 8; e441118313852525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/31385/26678Copyright (c) 2022 Carlos Eduardo da Silva-Barbosa; Edna Pinto Medeiros de Lima; Yasmim Xavier Arruda Costa; Valéria Fernandes da Silva Lima ; Socorro Taynara Araújo Carvalho ; André Sousa Rochahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva-Barbosa, Carlos Eduardo daLima, Edna Pinto Medeiros de Costa, Yasmim Xavier Arruda Lima , Valéria Fernandes da Silva Carvalho , Socorro Taynara Araújo Rocha, André Sousa2022-07-01T13:34:06Zoai:ojs.pkp.sfu.ca:article/31385Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:47:44.835205Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Professional exhaustion in teaching: Burnout Syndrome in university teachers during the COVID-19 pandemic Agotamiento profesional en la docencia: Síndrome de Burnout en docentes universitarios durante la pandemia del COVID-19 Esgotamento profissional na docência: Síndrome de Burnout em professores universitários durante a pandemia da COVID-19 |
title |
Professional exhaustion in teaching: Burnout Syndrome in university teachers during the COVID-19 pandemic |
spellingShingle |
Professional exhaustion in teaching: Burnout Syndrome in university teachers during the COVID-19 pandemic Silva-Barbosa, Carlos Eduardo da Acompanhamento psicológico Docência Universidade. Seguimiento psicológico Enseñanza Universidad. Psychological follow-up Teaching University. |
title_short |
Professional exhaustion in teaching: Burnout Syndrome in university teachers during the COVID-19 pandemic |
title_full |
Professional exhaustion in teaching: Burnout Syndrome in university teachers during the COVID-19 pandemic |
title_fullStr |
Professional exhaustion in teaching: Burnout Syndrome in university teachers during the COVID-19 pandemic |
title_full_unstemmed |
Professional exhaustion in teaching: Burnout Syndrome in university teachers during the COVID-19 pandemic |
title_sort |
Professional exhaustion in teaching: Burnout Syndrome in university teachers during the COVID-19 pandemic |
author |
Silva-Barbosa, Carlos Eduardo da |
author_facet |
Silva-Barbosa, Carlos Eduardo da Lima, Edna Pinto Medeiros de Costa, Yasmim Xavier Arruda Lima , Valéria Fernandes da Silva Carvalho , Socorro Taynara Araújo Rocha, André Sousa |
author_role |
author |
author2 |
Lima, Edna Pinto Medeiros de Costa, Yasmim Xavier Arruda Lima , Valéria Fernandes da Silva Carvalho , Socorro Taynara Araújo Rocha, André Sousa |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Silva-Barbosa, Carlos Eduardo da Lima, Edna Pinto Medeiros de Costa, Yasmim Xavier Arruda Lima , Valéria Fernandes da Silva Carvalho , Socorro Taynara Araújo Rocha, André Sousa |
dc.subject.por.fl_str_mv |
Acompanhamento psicológico Docência Universidade. Seguimiento psicológico Enseñanza Universidad. Psychological follow-up Teaching University. |
topic |
Acompanhamento psicológico Docência Universidade. Seguimiento psicológico Enseñanza Universidad. Psychological follow-up Teaching University. |
description |
Introduction: Burnout Syndrome (BS) emerged in the 197's and has three components: emotional, depersonalization and low professional achievement. Objective: To investigate, through the literature, what are the factors associated with Burnout Syndrome in teachers during the COVID-19 pandemic. Method: Integrative literature review, with a qualitative approach, exploratory and descriptive. The survey in the databases at LAT was carried out in MEDLINE and LIL through the VHL, and the portal accessed by Periódicos da Capes. The descriptors used were: “burnout”, “teachers” and “COVID-19”, crossed by the Boolean operator AND. Primary studies were included, available with full texts, between 2020 and 2021, in Spanish, English and Brazilian Portuguese. Review studies, articles not tested by peers, duplicate articles from the database, incomplete, and research that deviated from the theme and objective were excluded. Results and discussion: Initially, 22 articles were found. 21 were selected for analysis, where six composed the final review. The main factors related to SB or class activities factors, increase in meetings, lack of training, training room, excessive control conditions at work, increase of employees in local activities, transform the work environment, share with others in the family, between others. Final Considerations: It is essential that actions are developed in order to guarantee the professional satisfaction of teachers, either through psychological monitoring or through activities that help professional satisfaction in educational institutions. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/31385 10.33448/rsd-v11i8.31385 |
url |
https://rsdjournal.org/index.php/rsd/article/view/31385 |
identifier_str_mv |
10.33448/rsd-v11i8.31385 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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https://rsdjournal.org/index.php/rsd/article/view/31385/26678 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 8; e44111831385 Research, Society and Development; Vol. 11 Núm. 8; e44111831385 Research, Society and Development; v. 11 n. 8; e44111831385 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
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Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052796212609024 |