No abstract

Emotional labor is a worker's effort in regulating his or her emotions in an attempt to express socially desired emotions within the sphere of his or her profession. This study analyzed the adequacy of the original factor model of the Emotional Labor Scale (ELS) proposed by Brotheridge and Lee (2003), which assesses the duration, the frequency, the intensity, the variability, the depth and the superfi ciality of emotions in the workplace. The study comprised a sample of 518 psychologists from the state of Rio Grande do Sul, Brazil. Data was subjected to Confi rmatory Factor Analysis, showing that the best fi t indices were found in the distribution of four factors: frequency, intensity, variability and emotion regulation. Regarding reliability, satisfactory indices were found, ranging from .67 to .84. Thus, the instrument is suitable for the assessment of emotional labor, allowing subsidizing promotion and prevention interventions for emotional management.

This study evaluated the prevalence and the factors associated with the Burnout Syndrome in a sample of 518 psychologists working in the state of Rio Grande do Sul (Brazil). The Cuestionario para la Evaluación del Síndrome de quemarse por el Trabajo-CESQT-and a questionnaire for demographic and labor variables were used as research instruments. Results show a 7,5% prevalence of psychologists with Profile 1 of Burnout and 9,8% prevalence with Profile 2. Men, professionals without a steady partner, people who have no children, professionals with smaller financial gains, lower weekly working hours and a greater number of counseling sessions/day, those engaged in activities beyond Psychology or those who work with only one area of Psychology, and those who are employed and do not participate in study groups or psychological associations face greater risks of developing Burnout Syndrome. This study points to the need to promote interventions of prevention and rehabilitation.

Resumo.A profi ssão docente é alvo de inúmeros estressores psicossociais que, quando persistentes, podem levar à Síndrome de Burnout (SB). O presente estudo objetivou verifi car se existe diferença entre homens e mulheres nas dimensões e perfi s da SB. A amostra não probabilística se constituiu de 474 professores atuantes em diferentes níveis de ensino de Porto Alegre e região metropolitana do Rio Grande do Sul, Brasil. Como instrumentos de pesquisa foram utilizados o Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo (CESQT) e um questionário para levantamento de dados sociodemográfi cos e laborais. Os dados foram analisados por meio da prova t de student. Evidenciou-se que participantes do sexo masculino apresentaram maior índice médio nas dimensões de Indolência, Culpa e Perfi l 2. Participantes do sexo feminino revelaram maior índice médio na dimensão de Ilusão pelo Trabalho. Os resultados do estudo apontam para a necessidade de se considerar as diferenças de construção social de gênero no processo de adoecimento da categoria docente.Palavras-chave: Síndrome de Burnout, estresse ocupacional, gênero, professores.Abstract. The teaching profession is target of numerous psychosocial stressors, which when persistent, can lead to Burnout Syndrome (BS). The present study aimed to determine if there are diff erences between men and women in dimensions and profi les of the SB. The non-probability sample consisted of 474 teachers working at diff erent levels of education in Porto Alegre, metropolitan region of Rio Grande do Sul State, Brazil. This study used the Cuestionario para la Evaluación del Syndrome de Quemarse por el Trabajo (CESQT) and a questionnaire to survey sociodemographic and professional data. Results obtained through Student's t test show that male participants have higher averages in the dimension of Indolence, Guilt and Profi le 2. Female participants have higher averages in the dimension of Enthusiasm toward the job. The results of the study point to the need to consider the diff erences in the social construction of gender in the illness process of the teaching category.