Síndrome de Burnout em professores da rede pública de ensino de Montes Claros-MG: um estudo de base populacional

Abstract

Burnout Syndrome (BS) is characterized by a state of physical, emotional and mental exhaustion that affects, especially, people with great idealism, who are helpful and who yearn for professional autonomy and expect recognition of their work. This dissertation was composed of two manuscripts in order to elucidate the prevalence and factors associated with burnout syndrome or professional burnout in teachers. The first article was an integrative review of epidemiological studies on the prevalence and factors associated with BS in primary and secondary school teachers in the period from January 2006 to August 2016 using databases LILACS, MEDLINE, Portal Periódico Capes, PubMed and SciELO. Original cross-sectional studies using MBI (Maslash Burnout Inventory) and CESQT (Cuestionário para la Evaluación del Síndrome de Quemarse por el Trabajo) instruments were used as inclusion criteria. From the 409 articles found on the subject, 30 epidemiological studies met the inclusion criteria. The results showed a variation from 4% to 49.7% of BS prevalence among teachers in diverse cultural and social contexts of the countries studied. Thus, it can be said that BS is a relevant and growing problem among the teaching profession in recent years. BS among teachers was associated with high workload, indiscipline, work dissatisfaction, conflicting interpersonal relationships, low autonomy, conflict of roles and bullying suffering on the part of the students. The second article was developed from data obtained from the ProfSMoc Project, which investigated a sample of 745 primary school teachers. Mean) in 35 schools of the state education network of the municipality of Montes Claros - MG. This is a cross-sectional and analytical epidemiological study. The sample followed the probabilistic type by conglomerates in a single stage. The only criterion of inclusion was to be in the teaching profession for at least one year. A questionnaire containing sociodemographic variables, training and occupational aspects, job satisfaction, uncomfortable with the working conditions, health profile and for the evaluation of BS, the instrument validated CESQT was used. Data collection was carried out in the academic period of 2016 by trained and calibrated professionals in two stages of pre-scheduled meetings with the board of each school. The results show that 85.4% of the investigated teachers were women, 62.0% married / stable, 69,0% with children. They have approximately 12.6 years (± 8.4) of professional experience, working on average of 26.3 hours (± 11.3) per week. The results evidenced an overall prevalence of 13.8% of the high level BS, 9.0% of which presented profile 1 and 4.8% of profile 2, the most severe cases of BS. The psychic wear (39.4%) and illusion at work (19.7%) were the most prevalent. Through hierarchical logistic regression, the figures for of BS were higher in teachers with younger age (OR = 2.0), with children (OR = 1.6), masters / doctorates (OR = 2.4), effective (OR = 2.0), higher hours (OR = 1.5), work dissatisfaction (OR = 4.8), Desire to change profession (OR = 4.5), violence at school (OR = 4.3) and lack of collaboration from colleagues (OR = 1.6). BS is a phenomenon present in the teaching class and have been associated with individual factors related to work.