54 research outputs found
Educators' working conditions in a day care centre on ownership of a non-profit organization
Get PDFBackground: Working conditions of nursery school teachers have not been scrutinized thoroughly in scientific research. Only a few studies have so far examined work-load and strain in this profession. Preferably, subjective perceptions should be corroborated by data that can be quantified more objectively and accurately. The aim of the present observational field study was to evaluate pedagogical staffs' workflow.
Methods: In 2009 eleven educators in a day care centre were observed throughout three complete workdays. A total of 250 working hours were recorded.
Results: An educators' workday lasted on average 07:46:59 h (SD = 01:01:10 h).Within this time span, an average of 02:20:46 h (30.14%, SD = 00:28:07 h) were spent on caring, 01:44:18 h on playing (22.33%, SD = 00:54:12 h), 00:49:37 h on educational work (10.62%, SD = 00:40:09), and only 00:05:38 h on individual child contact (1.21%, SD = 00:04:58 h).
Conclusion: For the first time, educators' workflow in day care centres was studied in real time. Some of the educators' self-reported problems were corroborated. The results of this study form a basis upon which further investigations can be built and measures can be developed for an overall improvement of child care
Individual and contextual covariates of burnout: a cross-sectional nationwide study of French teachers
Get PDF<p>Abstract</p> <p>Background</p> <p>Limited information on the covariates of burnout syndrome in French teachers is available. The aim of this study was to evaluate the relative contributions of individual and contextual factors on the three burnout dimensions: emotional exhaustion, depersonalization, and reduced personal accomplishment.</p> <p>Methods</p> <p>The source data come from an epidemiological postal survey on physical and mental health conducted in 2005 among 20,099 education workers (in activity or retired) selected at random from the health plan records of the national education system. The response rate was 52.4%. Teachers in activity currently giving classes to students who participated in the survey (n = 3,940) were invited to complete a self-administered questionnaire including the Maslach Burnout Inventory. 2,558 teachers provided complete data (64.9%). Variables associated with high emotional exhaustion (highest quartile of score), high depersonalization (highest quartile), and reduced personal accomplishment (lowest quartile) were evaluated using multivariate logistic regression. Studied variables referred to demographic characteristics, socio-professional environment, job dissatisfaction, experienced difficulties at work, and teaching motivations.</p> <p>Results</p> <p>Different variables were associated with each burnout dimension. Female teachers were more susceptible to high emotional exhaustion and reduced personal accomplishment, whereas male teachers were more susceptible to high depersonalization. Elementary school teachers were more susceptible to high emotional exhaustion, but less susceptible to high depersonalization and reduced personal accomplishment than their higher school level counterparts. Experienced difficulties with pupils were associated with all three dimensions. A socio-economically underprivileged school neighbourhood was also related to high emotional exhaustion and high depersonalization.</p> <p>Conclusion</p> <p>Programs to enhance teaching environment might be an interesting approach to try to prevent burnout. It would be useful to take the different dimensions into account in planning the intervention.</p
Prazer e dor na docĂȘncia: revisĂŁo bibliogrĂĄfica sobre a SĂndrome de Burnout
Get PDFOs transtornos mentais, atualmente, sĂŁo os principais responsĂĄveis pelo afastamento do trabalho por longos perĂodos de tempo. SĂŁo eles que conferem riscos para a manutenção da saĂșde mental, atravĂ©s do comportamento e da emoção. Burnout Ă© o resultado ao estresse crĂŽnico, incrementado na interação com outras pessoas. Esta pesquisa objetiva apresentar algumas reflexĂ”es acerca dos principais fatores de risco para o desenvolvimento da SĂndrome de Burnout entre os docentes, a fim de compreendĂȘ-los dentro de um processo de desgaste fĂsico-emocional em decorrĂȘncia do trabalho. Para tanto, realizou-se uma revisĂŁo bibliogrĂĄfica, de natureza qualitativa, na base de dados da Biblioteca Virtual em SaĂșde (BVS/BIREME), de artigos sobre a temĂĄtica em questĂŁo. Os resultados deste estudo demonstram a carĂȘncia de pesquisas nessa ĂĄrea. Ă necessĂĄrio aprofundar o conhecimento sobre a manifestação do estresse ocupacional entre os docentes, a fim de se compreender e elucidar alguns problemas enfrentados por essa atividade, como a insatisfação profissional, o baixo rendimento no trabalho, o absenteĂsmo e algumas doenças ocupacionais, dentre elas o Burnout.Today, the mental disorders are mainly responsible ones for the absence from work for long periods of time. They are who confer risks for the maintenance of the mental health, through the behavior and of the emotion. Burnout is a reply of one stress chronic, caused by the interaction with other people. This research aims to present some reflections on the main risk factors for the development of Syndrome of Burnout between teachers, in order to understand them within a physical and emotional wear as a result of the work. For such, a bibliographic search, of qualitative nature, was made in the Virtual Health Library (BVS/BIREME), articles on the topic in question. The results of this study demonstrate the lack of research in this area. It is necessaryto increase knowledge about the manifestation occupational stress between teachers, in order to understand and elucidate some problems faced by this activity, such as dissatisfaction, low work performance, absenteeism and some occupational diseases, among them Burnout
Beobachtungen \ufcber die Lebensweise und den Bau der Mallophagen oder Pelzfresser sowie Beschreibung neuer Arten
No full textVolume: 36Start Page: 121End Page: 14
- âŠ
