Abstract
Introduction: The functions required to a teacher, in the atual social and professional context, require personal abilities far beyond academic knowledge. Teaching is considered a high pressure job which is very demanding being the burnout syndrome very common. The teachers of students with special needs are even under higher psychological overload and also very exposed to stress and burnout. Goal: Assess the levels of stress and burnout in teachers of students with special needs and verify how the sociodemographic and psycho-social variables have an effect at these levels. Methodology: It is a quantitative, non-experimental, transversal study and within a logic of descriptive correlational analysis. The sample is made up of 90 teachers working at publicschools in the centre of the country. The data collection instrument aggregates questions of sociodemographic characterization, professional characterization, health characterization and a scale that measures the levels of stress and burnout in teachers of CPB- R and the selfefficiency scale SES. For the statistical process, the programme SPSS version 19 was used. Outcome: The sample is made up in its majority by married women with an average age between 44 and 46. Professionally, they are graduated, without specialization, with a service
time oscillating between 7 and 26 years and their majority working in public schools having a long term contract of a public servant. The health profile is considered healthy, without negative episodes and chronicle diseases. There is still a great quantity of teachers with paperwork stress, with feelings of lack of recognition and self-fulfilment and still with a lot of professional worries. At the same time, the assessment of the supervision, the organizational conditions, the emotional breakdown, the global burnout and the depersonalization are also
addressed but these are dimensions at their lowest levels. The self-acknowledgment oscillates between the low and the moderate level for the majority, with a positive emphasis to the efficiency towards adverse situations.
Conclusion: The evidences show us that the stress and burnout in teachers are more acute with older individuals, divorced, with a weekly working hours falling between 22/25 hours a week, who have experienced lately negative events and with a perception of low efficiency. On the contrary, the gender, the number of children, their qualifications, their specialization courses, their professional situation (type of contract) and the number of students with special needs showed not having any kind of influence on the stress and burnout of these teachers.
Date of Award | 2013 |
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Original language | Portuguese |
Awarding Institution |
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Supervisor | Rosa Maria Lopes Martins (Supervisor) & Sofia Margarida Guedes de Campos (Supervisor) |
Keywords
- teachers
- students with special educational needs
- stress
- burnout
- self- efficiency
- health
Designation
- Mestrado em Ciências da Educação