PSYCHOSOCIAL FACTORS AND BURNOUT SYNDROME AMONG TEACHERS IN ELEMENTARY EDUCATION

Q4 Psychology
Maira Cazeto Lopes de Souza, Fábio Peron Carballo, S. Lucca
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引用次数: 2

Abstract

ABSTRACT Burnout Syndrome is a disorder resulting from chronic stress at work. It affects workers from different areas, including teachers. This is a systematic review study with the objective of verifying the association between psychosocial factors at work (PFW) and burnout in elementary education teachers. Articles from the PubMed, Scielo and Capes Journals databases, published between 2014 and 2018, that used the Maslach Burnout Inventory in the burnout evaluation were analyzed. The results showed a variable prevalence of burnout among teachers. In addition to infrastructure problems, high work demands, lack of autonomy, poor quality of relationships, and physical and psychological violence experienced in schools were the main risk factors for burnout. It is recommendable that we consider the psychosocial and organizational factors of work in the prevention actions of Burnout Syndrome.
基础教育教师的心理社会因素与倦怠综合征
职业倦怠综合症是一种由长期工作压力引起的疾病。它影响到不同领域的工作人员,包括教师。本研究旨在验证小学教育教师工作心理因素与职业倦怠之间的关系。研究人员分析了2014年至2018年间发表的PubMed、Scielo和Capes期刊数据库中使用马斯拉克职业倦怠量表进行职业倦怠评估的文章。结果显示,教师职业倦怠的患病率存在差异。除了基础设施问题外,高工作要求、缺乏自主权、关系质量差以及在学校经历的身体和心理暴力是倦怠的主要风险因素。建议在职业倦怠综合征的预防行动中考虑工作的社会心理和组织因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Psicologia Escolar e Educacional
Psicologia Escolar e Educacional Psychology-Developmental and Educational Psychology
CiteScore
0.50
自引率
0.00%
发文量
23
审稿时长
48 weeks
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