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Gestão do Burnout nos/as professores/as do ensino secundário de Faro: o efeito da justiça percebida e do confronto do stresse
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Abstract(s)
Neste trabalho estuda-se o burnout nos/as professores/as do ensino secundário do concelho de Faro. São objetivos desta investigação contribuir para o conhecimento deste conceito, assim como dos construtos Justiça Percebida e Confronto do Stresse, relacionando-os entre si e verificando a existência, ou inexistência de conexões. Pretende-se, assim, verificar a relação estatística entre as várias dimensões, dos fenómenos em análise, e as variáveis demográficas da amostra. Tendo como pano de fundo a frequência do burnout nos/as professores/as (Varela et al., 2018), o congelamento da carreira docente e a implementação da obrigatoriedade do ensino secundário, considera-se pertinente analisar a influência da perceção de justiça organizacional, e de estratégias de confronto do stresse, na gestão do burnout. O ângulo de análise situa-se na leitura e análise dos inquéritos por questionário, à luz dos conceitos de Burnout, Justiça Percebida e Confronto de Stresse, de modo a identificar uma ligação entre estes três construtos. Da metodologia adotada, resultou um estudo misto baseado num inquérito aplicado a 175 professores no mês de novembro de 2019, sendo a amostra constituída por 117 respostas válidas. Escala de Perceção de Justiça Organizacional, Escala de Burnout e Escala Brief COPE revelaram-se os instrumentos de medida adequados aos objetivos deste estudo, assim como a análise de conteúdo. Dos resultados encontrados, realça-se a observação de uma correlação negativa entre burnout e justiça interpessoal e uma correlação positiva entre confronto do stresse disfuncional e burnout, assim como uma maior frequência de burnout nos/as professores/as com idades compreendidas entre os 47 e os 51 anos. Com base no diagnóstico realizado, propõe-se um conjunto de medidas a implementar a fim de aprimorar a gestão de recursos humanos das organizações educacionais.
In this work, burnout is studied in secondary school teachers in the municipality of Faro. The objectives of this investigation are to contribute to the knowledge of this concept, as well as the Perceived Justice and Coping constructs, relating them to each other and verifying the existence, or non-existence of connections. Thus, it is intended to verify the statistical relationship between the various dimensions, of the phenomena under analysis, and the demographic variables of the sample. Against the background of the frequency of burnout among teachers (Varela et al., 2018), the freezing of the teaching career and the implementation of compulsory secondary education, it is considered relevant to analyze the influence the perception of organizational justice, and strategies to confront stress in the management of burnout. The analysis angle is located in the reading and analysis of the inquiries by questionnaire, in the light of the concepts of Burnout, Perceived Justice and Coping, in order to identify a connection between these three constructs. The methodology adopted resulted in a mixed study based on a survey applied to 175 teachers in November 2019, with a sample consisting of 117 valid responses. Organizational Justice Perception Scale, Burnout Scale and Brief COPE Scale were the measurement instruments adequate to the objectives of this study, as well as the content analysis. From the results found, the observation of a negative correlation between burnout and interpersonal justice is highlighted and a positive correlation between confrontation of dysfunctional stress and burnout, as well as a higher frequency of burnout in teachers aged between 47 and the 51 years. Based on the diagnosis made, a set of measures is proposed to be implemented in order to improve the management of human resources of educational organizations.
In this work, burnout is studied in secondary school teachers in the municipality of Faro. The objectives of this investigation are to contribute to the knowledge of this concept, as well as the Perceived Justice and Coping constructs, relating them to each other and verifying the existence, or non-existence of connections. Thus, it is intended to verify the statistical relationship between the various dimensions, of the phenomena under analysis, and the demographic variables of the sample. Against the background of the frequency of burnout among teachers (Varela et al., 2018), the freezing of the teaching career and the implementation of compulsory secondary education, it is considered relevant to analyze the influence the perception of organizational justice, and strategies to confront stress in the management of burnout. The analysis angle is located in the reading and analysis of the inquiries by questionnaire, in the light of the concepts of Burnout, Perceived Justice and Coping, in order to identify a connection between these three constructs. The methodology adopted resulted in a mixed study based on a survey applied to 175 teachers in November 2019, with a sample consisting of 117 valid responses. Organizational Justice Perception Scale, Burnout Scale and Brief COPE Scale were the measurement instruments adequate to the objectives of this study, as well as the content analysis. From the results found, the observation of a negative correlation between burnout and interpersonal justice is highlighted and a positive correlation between confrontation of dysfunctional stress and burnout, as well as a higher frequency of burnout in teachers aged between 47 and the 51 years. Based on the diagnosis made, a set of measures is proposed to be implemented in order to improve the management of human resources of educational organizations.
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Keywords
Justiça percebida Confronto do stresse Burnout Professores Faro Stresse