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Burnout e riscos psicossociais em professores de educação especial e ensino regular no contexto português
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Abstract(s)
Este estudo aborda a relação entre os níveis de burnout e riscos psicossociais percebidos junto de duas amostras de professores portugueses do ensino regular versus educação especial. O estudo tem como objetivo adicional comparar os níveis de burnout e a exposição a riscos psicossociais dos dois grupos de professores. Forma inquiridos um total de 157 professores, 89 do ensino regular e 68 da educação especial, com média de idades de 47.88 anos (DP = 10.256). Acedeu-se cada uma das variáveis em estudo através de dois questionários; o Cuestionario de Burnout del Profesorado - Revisado (CBP-R) e o Copenhagen Psychosocial Questionnaire II (COPSOQ II). Os resultados revelaram que: (1) não existem diferenças significativas nos níveis de burnout entre os grupos, embora ambos apresentem níveis elevados de exaustão emocional e baixa realização profissional; (2) os professores de educação especial apresentam níveis significativamente mais elevados de riscos psicossociais, particularmente nas exigências emocionais (90%) e exigências cognitivas (75%), e 3) a relação entre os níveis de burnout e riscos psicossociais é positiva, sendo apenas significativa para o grupo de ensino regular. Discutem-se estes dados e sua relevância para o desenvolvimento de estratégias de prevenção e intervenção específicas para cada contexto de ensino.
This study examines the relationship between burnout levels and perceived psychosocial risks across two distinct populations: Portuguese regular education and special education teachers. The research further aims to conduct a comparative analysis of burnout levels and exposure to psychosocial risks between these two pedagogical groups. The investigation comprised 157 participants, consisting of 89 regular education teachers and 68 special education teachers, with a mean age of 47.88 years (SD = 10.256). The variables under investigation were assessed utilizing two standardized instruments: the Teacher Burnout Questionnaire - Revised (CBP-R) and the Copenhagen Psychosocial Questionnaire II (COPSOQ II). The findings indicate that: (1) while no statistically significant differences in burnout levels were observed between the groups, both cohorts exhibited elevated levels of emotional exhaustion and diminished professional accomplishment; (2) special education teachers demonstrated significantly higher levels of psychosocial risks, particularly in terms of emotional demands (90%) and cognitive demands (75%); and (3) the correlation between burnout levels and psychosocial risks manifested as positive, though statistical significance was confined to the regular education cohort. The implications of these findings are examined in relation to the development and implementation of context-specific prevention and intervention strategies within each educational setting.
This study examines the relationship between burnout levels and perceived psychosocial risks across two distinct populations: Portuguese regular education and special education teachers. The research further aims to conduct a comparative analysis of burnout levels and exposure to psychosocial risks between these two pedagogical groups. The investigation comprised 157 participants, consisting of 89 regular education teachers and 68 special education teachers, with a mean age of 47.88 years (SD = 10.256). The variables under investigation were assessed utilizing two standardized instruments: the Teacher Burnout Questionnaire - Revised (CBP-R) and the Copenhagen Psychosocial Questionnaire II (COPSOQ II). The findings indicate that: (1) while no statistically significant differences in burnout levels were observed between the groups, both cohorts exhibited elevated levels of emotional exhaustion and diminished professional accomplishment; (2) special education teachers demonstrated significantly higher levels of psychosocial risks, particularly in terms of emotional demands (90%) and cognitive demands (75%); and (3) the correlation between burnout levels and psychosocial risks manifested as positive, though statistical significance was confined to the regular education cohort. The implications of these findings are examined in relation to the development and implementation of context-specific prevention and intervention strategies within each educational setting.
Description
Dissertação de Mestrado apresentada no Ispa – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Social e das Organizações
Keywords
Burnout Riscos psicossociais Professores Educação especial. Burnout Psychosocial risks Teachers Special education
Citation
Costa, J. C. (2024). Burnout e riscos psicossociais em professores de educação especial e ensino regular no contexto português [Dissertação de Mestrado]. Ispa – Instituto Universitário.