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Publication
Burnout em professores: Relação com a inteligência emocional e com o engagement
Abstract(s)
Devido às mudanças sociais nas últimas décadas, os desafios educacionais implicam
novas exigências e novas competências por parte dos professores. Esta acumulação de
exigências sobre os docentes reflecte-se num aumento das fontes de pressão presentes no diaa-
dia das escolas, activadas pela mudança social acelerada.
Sendo a actividade docente reconhecida, sem surpresa, como uma das profissões com
maiores níveis de ansiedade e stress, o burnout aparece como resposta a stressores
interpessoais crónicos presentes no contexto laboral.
Neste sentido, o presente estudo tem como objectivo perceber a relação das variáveis
inteligência emocional e engagement, com o sentimento de burnout em professores de escolas
portuguesas. Pretende-se também perceber se existe relação entre o género dos professores e
os níveis de burnout, e ainda entre o número de alunos com Necessidades Especiais e os
níveis de burnout nos professores.
Foi recolhida uma amostra de 120 professores do ensino secundário, dos quais 94
leccionam em escolas públicas e 26 em escolas privadas. A maioria é do género feminino
(76,0%). Foram utilizados os seguintes instrumentos: 1) Questionário Sócio-Demográfico; 2)
CBP-R – Questionário de Burnout, versão portuguesa revista; 3) Utrecht Work Engagement
Scale (UWES); 4) Trait Meta-Mood Scale (emotional inteligence scale - TMMS).
Comprovámos que as dimensões das variáveis engagement e burnout se correlacionam
significativamente de forma negativa entre si. Percebemos ainda haver uma correlação
positiva e significativa entre o engagement e a inteligência emocional.
Concluiu-se que quanto maior for o envolvimento do docente na sua profissão, menores
deverão ser os níveis de de burnout nos mesmos.
Due to social changes on the last decades, educational challenges demand new skills and higher standards from teaching professionals. Nowadays there are greater and more pressing educational challenges that will only be met by the highest qualified teachers. This build up of expectations from teachers reflects in a tension sources rise, inevitably present on the everyday life of schools undergoing fast social transformations. Being the teaching activity widely recognized as one bearing high levels of anxiety, we face teacher´s stress and burnout as an expected reaction to chronic interpersonal stressors. The purpose of this study is to understand how emotional intelligence and engagement variables relate to the feeling of burnout in the Portuguese teachers. We also aim to understand a possible connection between gender and teachers burnout level, as well as the number of students with special needs and degree of burnout in teachers. The sample includes 120 teachers of which 78.3% teach in state owned schools and 21.7% in private ones. The majority belongs to the feminine gender (76%). The following tools where used 1 - Socio demographic questionnaire; 2 - CBP-R burnout questionnaire; 3 - Utrecht work engagement scale; 4 - TMMS emotional intelligence scale. We showed that there is a statistically significant inverse relationship between the variables burnout and engagement in all their dimensions. We also found a positively significant relationship between engagement and emotional intelligence. In conclusion we showed that individuals with greater enthusiasm and commitment to work are more resilient to the burnout feeling.
Due to social changes on the last decades, educational challenges demand new skills and higher standards from teaching professionals. Nowadays there are greater and more pressing educational challenges that will only be met by the highest qualified teachers. This build up of expectations from teachers reflects in a tension sources rise, inevitably present on the everyday life of schools undergoing fast social transformations. Being the teaching activity widely recognized as one bearing high levels of anxiety, we face teacher´s stress and burnout as an expected reaction to chronic interpersonal stressors. The purpose of this study is to understand how emotional intelligence and engagement variables relate to the feeling of burnout in the Portuguese teachers. We also aim to understand a possible connection between gender and teachers burnout level, as well as the number of students with special needs and degree of burnout in teachers. The sample includes 120 teachers of which 78.3% teach in state owned schools and 21.7% in private ones. The majority belongs to the feminine gender (76%). The following tools where used 1 - Socio demographic questionnaire; 2 - CBP-R burnout questionnaire; 3 - Utrecht work engagement scale; 4 - TMMS emotional intelligence scale. We showed that there is a statistically significant inverse relationship between the variables burnout and engagement in all their dimensions. We also found a positively significant relationship between engagement and emotional intelligence. In conclusion we showed that individuals with greater enthusiasm and commitment to work are more resilient to the burnout feeling.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre em Psicologia especialidade em Psicologia da Saúde.
Keywords
Burnout Inteligência Emocional Engagement Professores Emotional Intelligence Teachers