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O papel do clima organizacional e do stress profissional na explicação do burnout profissional em professores de 1º ciclo
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Orientador(es)
Resumo(s)
Nas últimas décadas, a investigação nacional e internacional tem alertado para o
elevado risco de stress da profissão docente. O confronto continuado com fatores de stress
persistentes e muitas vezes silenciosos, perante os quais as tentativas de coping resultam
ineficazes, pode conduzir à síndrome de burnout. Considerando que na investigação sobre
burnout se têm estudado sobretudo fatores individuais, reconheceu-se a importância de
explorar fatores organizacionais. Assim, o presente estudo teve como objetivo conhecer e
caracterizar, através de uma metodologia mista, quantitativa e qualitativa, a perceção de 66
professores portugueses do 1º ciclo do Ensino Básico de escolas públicas de Lisboa sobre o
stress, burnout e clima escolar, bem como a relação entre estas variáveis. Os resultados
significativos (e quase significativos) obtidos revelaram-se promissores e permitiram suportar
a hipótese de que a Exaustão Emocional é um preditor positivo da Despersonalização, que
por sua vez é um preditor positivo da Perda de Realização Profissional. Mais, os resultados
deram suporte às hipóteses de que a perceção de Stress Profissional é um preditor positivo da
Exaustão Emocional, e de que as variáveis do clima organizacional Interação Pessoal entre
Professores e Gestão das Relações no Trabalho são preditores negativos da Perda de
Realização Profissional, ao passo que a variável Dinâmicas de Equipa entre Professores é um
preditor positivo desta dimensão do burnout. Estes resultados são discutidos numa perspetiva
de intervenção em contextos educativos, designadamente através do desenvolvimento de
ações de formação que visem a melhoria do bem-estar docente, reduzindo os níveis de stress
e de burnout.
Over the past few years, national and international research set the alert to the high risk of stress in the teaching profession. The continued exposure to persistent and often silent stress factors, for which main attempts at coping are ineffective, can lead to the burnout syndrome. Considering that previous studies have investigated mainly individual factors of burnout, the importance of exploring organizational factors was taken into account. Thus, using mixed methods, quantitative and qualitative, the present study aimed to further the knowledge on and characterize the perception of 66 Portuguese elementary school teachers from Lisbon´s public schools about stress, burnout and school climate, as well as the relationship between these variables. The significant (and almost significant) results proved to be promising and support the hypothesis that Emotional Exhaustion is a positive predictor of Depersonalization, which in turn is a positive predictor of reduced Personal Accomplishment. Furthermore, the results supported the hypothesis that the Perception of Professional Stress is a positive predictor of Emotional Exhaustion, and that the organizational climate variables, Personal Interaction between Teachers and Relationship Management at Work are negative predictors of reduced Professional Accomplishment, while Team Dynamics among Teachers is a positive predictor of this burnout dimension. These results are discussed in an intervention perspective in educational contexts, namely through the development of training actions aimed at improving teacher well-being, reducing levels of stress and burnout.
Over the past few years, national and international research set the alert to the high risk of stress in the teaching profession. The continued exposure to persistent and often silent stress factors, for which main attempts at coping are ineffective, can lead to the burnout syndrome. Considering that previous studies have investigated mainly individual factors of burnout, the importance of exploring organizational factors was taken into account. Thus, using mixed methods, quantitative and qualitative, the present study aimed to further the knowledge on and characterize the perception of 66 Portuguese elementary school teachers from Lisbon´s public schools about stress, burnout and school climate, as well as the relationship between these variables. The significant (and almost significant) results proved to be promising and support the hypothesis that Emotional Exhaustion is a positive predictor of Depersonalization, which in turn is a positive predictor of reduced Personal Accomplishment. Furthermore, the results supported the hypothesis that the Perception of Professional Stress is a positive predictor of Emotional Exhaustion, and that the organizational climate variables, Personal Interaction between Teachers and Relationship Management at Work are negative predictors of reduced Professional Accomplishment, while Team Dynamics among Teachers is a positive predictor of this burnout dimension. These results are discussed in an intervention perspective in educational contexts, namely through the development of training actions aimed at improving teacher well-being, reducing levels of stress and burnout.
Descrição
Tese de mestrado, Psicologia (Área de Especialização em Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2020
Palavras-chave
Burnout Clima organizacional Professores do básico 1º Ciclo Stress profissional Teses de mestrado - 2020