Associação entre a síndrome de burnout e a violência ocupacional em professores

Abstract

Conflitos de interesse: nada a declarar. ResumoObjetivo: Verificar a associação entre a violência laboral e a síndrome de burnout em professores.Métodos: Estudo transversal realizado com 200 professores do Ensino Fundamental e Médio de um município paranaense. Os dados foram coletados por meio de um instrumento contendo um questionário com dados sociodemográficos, ocupacionais e de caracterização da violência laboral sofrida ou testemunhada nos últimos 12 meses e o Maslach Burnout Inventory para avaliar a síndrome de burnout. Para verificar a relação entre as variáveis dependentes e independentes, utilizou-se o coeficiente de correlação de Pearson, o teste de Fisher e a regressão linear múltipla. Adotou-se nível de significância de p-valor ≤ 0,05.Resultados: A prevalência de violência verbal e física foi de 71,5% e 3% entre os professores, respectivamente. Verificou-se que 57,5% apresentaram alta exaustão emocional, 49% alta despersonalização e 36% baixa realização profissional, e 21% possuem indicativo para síndrome de burnout. O modelo múltiplo indicou que exaustão emocional e despersonalização estiveram direta e significativamente associadas a sofrer violência física e verbal, bem como presenciar esses tipos de violência, independentemente de sexo e idade.Conclusão: Os maiores níveis de exaustão emocional e despersonalização estiveram associados à violência sofrida pelos professores. Medidas devem ser tomadas para promover um ambiente laboral mais seguro e, por sua vez, favorecer a saúde física e mental dos professores.

Prevalence and correlators of burnout among health professionals during different stages of the COVID-19 pandemic in China

“…However, it was worth noting that the experience of witnessing workplace violence negatively correlated with DPA in all three samples. While several studies conducted among teachers have suggested that witnessing workplace violence is associated with both EE and DPA positively ( 47 – 49 ), differences between teachers and healthcare workers have emerged. Even though experiencing or witnessing workplace violence was prevalent among teachers and healthcare workers ( 47 , 50 ), workplace violence was mostly perpetrated by students and their parents in the former group ( 48 ), whereas in the latter group, most violence was perpetrated by patients or patients' families ( 50 ).…”

“…While several studies conducted among teachers have suggested that witnessing workplace violence is associated with both EE and DPA positively ( 47 – 49 ), differences between teachers and healthcare workers have emerged. Even though experiencing or witnessing workplace violence was prevalent among teachers and healthcare workers ( 47 , 50 ), workplace violence was mostly perpetrated by students and their parents in the former group ( 48 ), whereas in the latter group, most violence was perpetrated by patients or patients' families ( 50 ). Furthermore, it should be noted that witnessing workplace violence physically or emotionally, which has not been distinguished in our study, could have a different psychological impact on healthcare workers which indicates that emotional workplace violence could be accepted or normalized by nurses ( 51 ).…”

Síndrome de Burnout em professores durante a pandemia de COVID-19

“…Outro estudo transversal realizado com 200 professores do ensino fundamental e médio de um município no Pará mostrou que 57,5% dos professores apresentaram alta exaustão emocional, 49% alta despersonalização e 36% baixa realização profissional e 21% possuíam indicativo para síndrome de Burnout 18 .…”

Oppositional Defiant Disorder: Teachers' illness and the relationship with school violence

“…The systematic literature review carried out by Silva and Negreiros (2020) evidences that violence in Brazilian public schools is a serious problem that needs to be addressed. Ribeiro et al (2022) observed an association between burnout syndrome in teachers and occupational violence, indicating the importance of working with prevention and intervention strategies.…”