Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior

Abstract

The Burnout Syndrome is defined as Professional Exhaustion Syndrome, a psychosocial phenomenon directly related to the employment situation, of extreme relevance, because it is associated with the emergence of psychological and physical problems, affecting professionals from different areas, mainly teachers. Another point that has equally been raising questions in education researchers is self-efficacy, which when discussed in the teaching profession, refers to how much the teachers believe they can accomplish the tasks connected with academic success of students, and also deal with barriers and obstacles. This dissertation consisted itself of three studies and sought to verify possible associations between Self-Efficacy and Burnout in higher education teachers. The studies “I” and “II” refer to bibliographic surveys whose approaches were respectively to analyze the national scientific production about Burnout Syndrome in Brazilian teachers and Self-efficacy in teaching work based on the Cognitive Social Theory. In the third study were investigated the possible correlations between the beliefs of Self-efficacy and Burnout Syndrome in higher education teachers. From the first study it was possible to verify that the majority of the publications proposed to evaluate the incidence of Burnout Syndrome in the teachers. For such, international scales were used for this purpose and it is recommended the creation and validation of a national scale to measure the incidence of Burnout that considers the Brazilian reality of teachers. Also was observed the attempts to raise the causes of Burnout Syndrome through studies, correlating it with other constructs and variables. The results of the second study showed that there is a prevalence of articles seeking to evaluate self-efficacy in teachers, mainly associating it with factors related to their satisfaction and performance, besides factors related to the educational context. Only was found a study investigating the implications of self-efficacy in teacher illness, a fundamental factor in prevention and intervention in teacher health. Therefore, there is a need for new studies and discussions about self-efficacy in the academic context, since the subject is still little explored, mainly at the high level education, in order to better understand the role of beliefs of self-efficacy in educational environments. The results of the third study indicated the prevalence of Burnout Syndrome in 41.6% of teachers, affecting to a greater extent women and teachers with lower educational level, directly reflecting the increase in sick leave, since teachers with a prevalence of Burnout show greater fatigue, sleep disturbances, headaches and muscle aches in the neck, shoulder and back, as well as greater inability to relax, in addition to show great dismay, impatience and irritation. Stronger self-efficacy beliefs were also observed, but intense fatigue, sleep disturbances and despondency are related to the perception of Self-efficacy, that is, the lower the self-efficacy perceived, the greater the prevalence of these symptoms. It was possible to determine significant associations between the presence of Burnout and Self-efficacy, as well as moderate inverse correlations between Teaching Self-efficacy and Burnout, indicating that the lower the perceived self-efficacy, the greater the Burnout propensity. It is hoped that studies with this purpose may contribute with explanations that favor the recognition of the interferences of the beliefs of self-efficacy in the teaching work.