An essay on burnout, engagement, and coping strategies in the teaching profession
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28312 |
Resumo: | Researchers throughout the world have started to worry about the phenomenon of burnout, identifying it mainly in professions that involve a relation of assistance or help, as in the case of medical doctors, nurses, and psychologists. However, it was not long before it was noticed that such phenomenon can also be present in the teaching profession in a very significant way. Teaching is nowadays one of the professions subjected to the highest levels of stress, which can lead to burnout when the situation becomes recurrent. Many teachers manage to adapt and to react in a functional way when faced with the difficulties inherent to their profession, becoming engaged professionals, that is to say, while some teachers experience the negative dimensions of burnout (emotional exhaustion, depersonalization, and loss of professional fulfillment), others experience the three positive dimensions of engagement (vigor, dedication, and absorption in the profession). With the arrival of the so-called "positive psychology", there comes a new perspective of investigation, which seeks to give answers to certain forms of professional involvement. Thus, despite the fact that the phenomenon of engagement has still been little studied, to find teachers engaged with their profession is also a reality in many countries. Resorting to strategies of coping is one way of dealing with the difficulties inherent to the exercise of the teaching profession. Therefore, it is important to observe in which way the use of certain type of strategy of coping can lead to burnout or, preferably, to engagement. |
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An essay on burnout, engagement, and coping strategies in the teaching profession Um ensaio sobre burnout, engagement e estratégias de coping na profissão docente burnoutengagementcopingProfessoresburnoutengagementcopingTeachers Researchers throughout the world have started to worry about the phenomenon of burnout, identifying it mainly in professions that involve a relation of assistance or help, as in the case of medical doctors, nurses, and psychologists. However, it was not long before it was noticed that such phenomenon can also be present in the teaching profession in a very significant way. Teaching is nowadays one of the professions subjected to the highest levels of stress, which can lead to burnout when the situation becomes recurrent. Many teachers manage to adapt and to react in a functional way when faced with the difficulties inherent to their profession, becoming engaged professionals, that is to say, while some teachers experience the negative dimensions of burnout (emotional exhaustion, depersonalization, and loss of professional fulfillment), others experience the three positive dimensions of engagement (vigor, dedication, and absorption in the profession). With the arrival of the so-called "positive psychology", there comes a new perspective of investigation, which seeks to give answers to certain forms of professional involvement. Thus, despite the fact that the phenomenon of engagement has still been little studied, to find teachers engaged with their profession is also a reality in many countries. Resorting to strategies of coping is one way of dealing with the difficulties inherent to the exercise of the teaching profession. Therefore, it is important to observe in which way the use of certain type of strategy of coping can lead to burnout or, preferably, to engagement. Investigadores, um pouco por todo o mundo, começaram a preocupar-se com o fenómeno do burnout, ao identificarem este sintoma essencialmente nas profissões que envolviam uma relação assistencial ou de ajuda, como o caso dos médicos, enfermeiros e psicólogos. Contudo, não tardou que se percebesse que este fenómeno pudesse também estar presente na profissão docente de uma forma muito significativa. A docência é, na atualidade, uma das profissões mais sujeitas a altos níveis de stresse, podendo levar ao burnout, caso se torne recorrente. Muitos docentes conseguem adaptar-se e reagir de uma forma funcional perante as dificuldades próprias da profissão, tornando-se profissionais engaged, ou seja, enquanto alguns professores vivenciam as dimensões negativas do burnout (exaustão emocional, despersonalização e perda de realização profissional), outros experienciam as três dimensões positivas do engagement(vigor, dedicação e absorção profissional). Com a entrada da chamada "psicologia positiva", surge uma nova perspectiva de estudo que procura respostas para determinadas formas de envolvimento profissional. Assim, apesar do fenómeno do engagement ainda não estar muito estudado, encontrar professores engagedcom a sua profissão também é uma realidade presente em muitos países. O recurso a estratégias de coping é uma forma de lidar com as dificuldades inerentes ao exercício da profissão docente. Logo, é importante perceber de que forma a utilização de determinado tipo de estratégia decoping poderá conduzir ao burnoutou, preferencialmente, ao engagement. Universidade de São Paulo. Faculdade de Educação2011-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2831210.1590/S1517-97022011000300005Educação e Pesquisa; v. 37 n. 3 (2011); 513-528Educação e Pesquisa; Vol. 37 No. 3 (2011); 513-528Educação e Pesquisa; Vol. 37 Núm. 3 (2011); 513-5281678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28312/30166Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessPocinho, MargaridaPerestrelo, Célia Xavier2014-10-24T15:49:53Zoai:revistas.usp.br:article/28312Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:49:53Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
An essay on burnout, engagement, and coping strategies in the teaching profession Um ensaio sobre burnout, engagement e estratégias de coping na profissão docente |
title |
An essay on burnout, engagement, and coping strategies in the teaching profession |
spellingShingle |
An essay on burnout, engagement, and coping strategies in the teaching profession Pocinho, Margarida burnout engagement coping Professores burnout engagement coping Teachers |
title_short |
An essay on burnout, engagement, and coping strategies in the teaching profession |
title_full |
An essay on burnout, engagement, and coping strategies in the teaching profession |
title_fullStr |
An essay on burnout, engagement, and coping strategies in the teaching profession |
title_full_unstemmed |
An essay on burnout, engagement, and coping strategies in the teaching profession |
title_sort |
An essay on burnout, engagement, and coping strategies in the teaching profession |
author |
Pocinho, Margarida |
author_facet |
Pocinho, Margarida Perestrelo, Célia Xavier |
author_role |
author |
author2 |
Perestrelo, Célia Xavier |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pocinho, Margarida Perestrelo, Célia Xavier |
dc.subject.por.fl_str_mv |
burnout engagement coping Professores burnout engagement coping Teachers |
topic |
burnout engagement coping Professores burnout engagement coping Teachers |
description |
Researchers throughout the world have started to worry about the phenomenon of burnout, identifying it mainly in professions that involve a relation of assistance or help, as in the case of medical doctors, nurses, and psychologists. However, it was not long before it was noticed that such phenomenon can also be present in the teaching profession in a very significant way. Teaching is nowadays one of the professions subjected to the highest levels of stress, which can lead to burnout when the situation becomes recurrent. Many teachers manage to adapt and to react in a functional way when faced with the difficulties inherent to their profession, becoming engaged professionals, that is to say, while some teachers experience the negative dimensions of burnout (emotional exhaustion, depersonalization, and loss of professional fulfillment), others experience the three positive dimensions of engagement (vigor, dedication, and absorption in the profession). With the arrival of the so-called "positive psychology", there comes a new perspective of investigation, which seeks to give answers to certain forms of professional involvement. Thus, despite the fact that the phenomenon of engagement has still been little studied, to find teachers engaged with their profession is also a reality in many countries. Resorting to strategies of coping is one way of dealing with the difficulties inherent to the exercise of the teaching profession. Therefore, it is important to observe in which way the use of certain type of strategy of coping can lead to burnout or, preferably, to engagement. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-12-01 |
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://www.revistas.usp.br/ep/article/view/28312 10.1590/S1517-97022011000300005 |
url |
https://www.revistas.usp.br/ep/article/view/28312 |
identifier_str_mv |
10.1590/S1517-97022011000300005 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28312/30166 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 37 n. 3 (2011); 513-528 Educação e Pesquisa; Vol. 37 No. 3 (2011); 513-528 Educação e Pesquisa; Vol. 37 Núm. 3 (2011); 513-528 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713808735666176 |