Fatores associados ao desenvolvimento da Síndrome de Burnout em docentes do ensino superior
Carregando...
Data
2024-03-26
Autores
Barbosa, Italo Everton Bezerra [UNIFESP]
Orientadores
Belasco, Angélica Gonçalves Silva [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Objetivo: Correlacionar as variáveis sociodemográficas, econômicas, de trabalho, padrão do sono, nível de ansiedade e qualidade de vida ao desenvolvimento da Síndrome de Burnout em docentes do ensino superior. Métodos: Estudo observacional, analítico, do tipo transversal com abordagem quantitativa. A coleta dos dados ocorreu de agosto a novembro de 2022, com 140 docentes de uma instituição de ensino superior privada da Amazônia Ocidental Brasileira, por meio do questionário sociodemográfico/laboral, Índice de Qualidade do Sono de Pittsburgh (PSQI), Inventário de Ansiedade Traço-Estado (IDATE), World Health Organization Quality of Life Assessment (WHOQOL) e o Maslach Burnout Inventory (MBI). Após a coleta, os resultados foram agrupados, tabulados e organizados em banco de dados no aplicativo Microsoft Excel®. Para a análise dos dados, utilizou-se o SPSS versão 20.0® for Windows. Resultados: Houve predomínio de mulheres (54,3%), com dois ou mais empregos (52,1%) e mais de 40 alunos por sala de aula (75,7%). Docentes que realizavam atividades fora do horário institucional e que tinham duração do sono < 5 horas, apresentaram menores escores na dimensão da realização pessoal do MBI, com (p=0,002) e (p=0,001), respectivamente. Participantes que ganhavam mais de R$ 5.000,00 (p=0,003) e tinham dois ou mais empregos avaliaram a eficiência do sono como péssima (p=0,027). Quanto ao nível de ansiedade, participantes com IDATE-Estado médio apresentaram maior escore da realização pessoal do MBI (p=0,006). Em relação à qualidade de vida, quanto maior os escores dos domínios físico (p=0,001), psicológico (p=0,000), relações sociais (p=0,002) e meio ambiente (p=0,001) do WHOQOL-Bref, menores foram os escores de realização pessoal do MIB. Conclusões: Por meio da regressão linear, evidenciou-se que as variáveis que melhor explicaram o desenvolvimento do burnout foram: qualidade do sono ruim, mais de 40 alunos por sala, elevado nível de ansiedade e tempo de trabalho docente fora da instituição, e uso de medicação para dormir. Possivelmente, ações institucionais e governamentais podem minimizar a influência negativa das variáveis que favoreceram o aparecimento do burnout.
Objective: To correlate sociodemographic, economic, work, sleep pattern, anxiety level and quality of life variables with the development of Burnout Syndrome in higher education teachers. Methods: This is an observational, analytical, cross-sectional study with a quantitative approach. Data collection took place from August to November 2022, with 140 teachers from a private higher education institution in the Brazilian Western Amazon, using a sociodemographic/labor questionnaire, Pittsburgh Sleep Quality Index (PSQI), State-Trait Anxiety Inventory (STAI), World Health Organization Quality of Life Assessment (WHOQOL) and the Maslach Burnout Inventory (MBI). After collection, the results were grouped, tabulated and organized in a Microsoft Excel® database. The SPSS version 20.0® for Windows was used to analyze the data. Results: There was a predominance of women (54.3%), with two or more jobs (52.1%) and more than 40 students per classroom (75.7%). Teachers who carried out activities outside institutional hours and had a sleep duration of < 5 hours had lower scores in the personal fulfillment dimension of the MBI, with (p=0.002) and (p=0.001), respectively. Participants who earned more than R$5,000.00 (p=0.003) and had two or more jobs rated their sleep efficiency as very poor (p=0.027). As for the level of anxiety, participants with a medium State-STAI had a higher score on the MBI personal accomplishment (p=0.006). With regard to quality of life, the higher the scores in the physical (p=0.001), psychological (p=0.000), social relations (p=0.002) and environmental (p=0.001) domains of the WHOQOL-Bref, the lower the MIB personal fulfillment scores. Conclusions: Linear regression showed that the variables that best explained the development of burnout were: poor sleep quality, more than 40 students per class, a high level of anxiety and time working outside the institution, and the use of medication to sleep. It is possible that institutional and governmental actions could minimize the negative influence of the variables that favored the onset of burnout.
Objective: To correlate sociodemographic, economic, work, sleep pattern, anxiety level and quality of life variables with the development of Burnout Syndrome in higher education teachers. Methods: This is an observational, analytical, cross-sectional study with a quantitative approach. Data collection took place from August to November 2022, with 140 teachers from a private higher education institution in the Brazilian Western Amazon, using a sociodemographic/labor questionnaire, Pittsburgh Sleep Quality Index (PSQI), State-Trait Anxiety Inventory (STAI), World Health Organization Quality of Life Assessment (WHOQOL) and the Maslach Burnout Inventory (MBI). After collection, the results were grouped, tabulated and organized in a Microsoft Excel® database. The SPSS version 20.0® for Windows was used to analyze the data. Results: There was a predominance of women (54.3%), with two or more jobs (52.1%) and more than 40 students per classroom (75.7%). Teachers who carried out activities outside institutional hours and had a sleep duration of < 5 hours had lower scores in the personal fulfillment dimension of the MBI, with (p=0.002) and (p=0.001), respectively. Participants who earned more than R$5,000.00 (p=0.003) and had two or more jobs rated their sleep efficiency as very poor (p=0.027). As for the level of anxiety, participants with a medium State-STAI had a higher score on the MBI personal accomplishment (p=0.006). With regard to quality of life, the higher the scores in the physical (p=0.001), psychological (p=0.000), social relations (p=0.002) and environmental (p=0.001) domains of the WHOQOL-Bref, the lower the MIB personal fulfillment scores. Conclusions: Linear regression showed that the variables that best explained the development of burnout were: poor sleep quality, more than 40 students per class, a high level of anxiety and time working outside the institution, and the use of medication to sleep. It is possible that institutional and governmental actions could minimize the negative influence of the variables that favored the onset of burnout.
Descrição
Citação
BARBOSA, Italo Everton Bezerra. Fatores associados ao desenvolvimento da Síndrome de Burnout em docentes do ensino superior. 2024. 130 f. Dissertação (Mestrado em Enfermagem) - Escola Paulista de Enfermagem, Universidade Federal de São Paulo (UNIFESP). São Paulo, 2024.