Estudo comparativo sobre burnout em professores de ensino regular e educação especial

O objetivo do estudo é comparar os níveis de burnout em professores do ensino regular e educação especial em escolas públicas portuguesas que trabalham com alunos com Necessidades Educativas Especiais.A amostra é constituída por 7058 docentes de ensino regular e 451 de educação especial. O estudo dos resultados baseou-se numa análise de variância univariada. É o grupo de ensino regular que revela maiores níveis de realização pessoal e profissional e despersonalização. Neste grupo, são as mulheres que estão mais exaustas emocionalmente e os homens mais despersonalizados, sugerindo-se para este grupo a aplicação de um programa de prevenção de burnout.

Multiple Approaches to the Study and Intervention in Stress

The ebook contains several papers on the application of Psychology in the fields of Stress. The main areas of research and intervention in stress are here represented. The aim of this volume is to inform other scientists on the current developments of research on Multiple Approaches to the Study and Intervention in Stress in the universities of Evora and Leipzig and the developments of research on such topics in different countries (Portugal, Germany, Cazak Republic, Brazil, Mozambique & S. Tomé Príncipe)

Burnout in teaching: The importance of personal and professional variables

In this chapter we present a characterization of the levels of burnout in teachers of Portuguese public schools in function of personal and professional variables. A total of 9,269 teachers participated in the study, which makes up about 7% of the pre-school and school teachers from all regions of Portugal. Participants completed the Maslach Burnout Inventory (MBI; Maslach, Jackson & Leiter, 1996), which allows a threedimensional characterization of burnout: personal accomplishment, emotional exhaustion, and depersonalization. A differential burnout pattern was identified based on gender, years of professional experience and professional qualifications. Female teachers experience greater emotional exhaustion, while male teachers feel more depersonalized. Teachers with more years of working experience are more exhausted. Teachers with higher professional qualifications have higher levels of personal and professional accomplishment. This pattern suggests the need for an intervention promoting the health and wellbeing of teachers, oriented towards the training and professional valorization and the prevention of the emotional exhaustion that happens with the career advancement and years of experience