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Devem as instituições de ensino superior estar preocupadas com o digital burnout? Uma perspetiva sobre a satisfação no trabalho
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Orientador(es)
Resumo(s)
Os avanços e a inovação das Tecnologias da Informação e Comunicação (TIC) têm sido basilares no desenvolvimento do mundo atual. O período pandémico por Covid-19 veio intensificar o uso das tecnologias em atividades laborais, educativas, teleconsultas, reuniões online e lazer. Contudo, o teletrabalho imposto aos professores e a necessária adaptação ao ensino remoto levou à presença de alguns fatores negativos, como sentimentos de sobrecarga, stress e dificuldade em conciliar a vida pessoal com a vida profissional. Por outro lado, muitos docentes não tinham as competências digitais suficientes para implementarem o ensino remoto com base em ferramentas digitais, o que resultou em sentimentos de frustração, maior stress e pressão. Estes fatores poderão ter estado na origem do desenvolvimento de digital burnout, que existe na presença de elevados níveis de stress, esgotamento de energias e da sensação de sobrecarga fruto das exigências do trabalho. Porém, ainda está por esclarecer os efeitos desta nova síndrome na manutenção da satisfação com as suas carreiras profissionais. Por conseguinte, o presente estudo visa compreender o impacto do digital burnout na satisfação com a carreira dos docentes portugueses, considerando a sua utilização da internet e as competências digitais dos professores. O estudo foi realizado numa abordagem quantitativa, através de um questionário online, na plataforma Qualtrics, com uma amostra de 253 respostas válidas, de docentes a lecionar em instituições de ensino superior, entre o mês de junho e agosto de 2023. Os dados recolhidos foram analisados através da plataforma SPSS (Statistical Package for Social Science, versão 28). Os resultados da investigação permitiram verificar que a utilização da internet, o stress e a sobrecarga profissional influencia positivamente o digital burnout. Ademais, os resultados permitiram clarificar o efeito do digital burnout na satisfação dos docentes com a sua carreira e trouxeram um novo entendimento do fenómeno quando na presença de variáveis demográficas, nomeadamente, género, estado civil, idade e descendentes.
Advances and innovation in Information and Communication Technologies (ICT) have been fundamental to the development of today's world. The Covid-19 pandemic has intensified the use of technology in work, education, teleconsultations, online meetings and entertainment. However, the teleworking imposed on teachers and the necessary adaptation to remote teaching has caused the presence of some negative factors, such as feelings of overload, stress and difficulty in reconciling personal and professional life. On the other side, many teachers didn’t have sufficient digital skills to implement remote teaching based on digital tools, which resulted in feelings of frustration, increased stress and pressure. These factors may have been at the root of the development of digital burnout, which exists in the presence of high levels of stress, energy exhaustion and the feeling of being overwhelmed by the demands of the job. However, the effects of this new syndrome on maintaining satisfaction with their professional careers have yet to be clarified. This study therefore aims to understand the impact of digital burnout on the career satisfaction of Portuguese teachers, considering their use of the internet and their digital skills. The study was carried out using a quantitative approach, through an online questionnaire on the Qualtrics platform, with a sample of 253 valid responses from lecturers teaching at higher education institutions between June and August 2023. The data collected was analysed using the SPSS platform (Statistical Package for Social Science, version 28). The results of the research show that internet use, stress and professional overload have a positive influence on digital burnout. In addition, the results clarified the effect of digital burnout on teachers satisfaction with their careers, and provided a new understanding of the phenomenon when demographic variables are present, in particular, gender, marital status, age and descendants.
Advances and innovation in Information and Communication Technologies (ICT) have been fundamental to the development of today's world. The Covid-19 pandemic has intensified the use of technology in work, education, teleconsultations, online meetings and entertainment. However, the teleworking imposed on teachers and the necessary adaptation to remote teaching has caused the presence of some negative factors, such as feelings of overload, stress and difficulty in reconciling personal and professional life. On the other side, many teachers didn’t have sufficient digital skills to implement remote teaching based on digital tools, which resulted in feelings of frustration, increased stress and pressure. These factors may have been at the root of the development of digital burnout, which exists in the presence of high levels of stress, energy exhaustion and the feeling of being overwhelmed by the demands of the job. However, the effects of this new syndrome on maintaining satisfaction with their professional careers have yet to be clarified. This study therefore aims to understand the impact of digital burnout on the career satisfaction of Portuguese teachers, considering their use of the internet and their digital skills. The study was carried out using a quantitative approach, through an online questionnaire on the Qualtrics platform, with a sample of 253 valid responses from lecturers teaching at higher education institutions between June and August 2023. The data collected was analysed using the SPSS platform (Statistical Package for Social Science, version 28). The results of the research show that internet use, stress and professional overload have a positive influence on digital burnout. In addition, the results clarified the effect of digital burnout on teachers satisfaction with their careers, and provided a new understanding of the phenomenon when demographic variables are present, in particular, gender, marital status, age and descendants.
Descrição
Mestrado Bolonha em Gestão de Sistemas de Informação
Palavras-chave
Digital Burnout Competência Digital Satisfação Profissional Docentes do Ensino Superior Digital Competence Professional Satisfaction Higher Education Teachers
Contexto Educativo
Citação
Pinto, Margarida Inês Ferreira (2023). “Devem as instituições de ensino superior estar preocupadas com o digital burnout? Uma perspetiva sobre a satisfação no trabalho”. Dissertação de Mestrado. Universidade de Lisboa. Instituto Superior de Economia e Gestão
Editora
Instituto Superior de Economia e Gestão