Burnout e docência: análise do papel mediador de variáveis psicológicas

• Ano de defesa: 2024
• Autor(a) principal: Santos, Luana Cristina Silva
• Orientador(a): Faro, André
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Psicologia
• Palavras-chave em Português: Burnout (Psicologia); Fadiga mental; Professores universitários; Estresse (Psicologia); Saúde mental; Esgotamento profissional; Docência; Professional exhaustion
• Palavras-chave em Inglês: Stress; Teaching; Teachers
• Área do conhecimento CNPq: CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/19722

Teaching is a profession with unique characteristics that can predispose individuals to burnout. The experience of burnout impacts the quality of work and affects a considerable number of people, with consequences not only for the individuals exposed to the phenomenon but also for their personal and professional networks. Considering the significant presence of psychological variables associated with the onset of burnout and the deficit of theoretical models focusing on mental health-related variables of teachers, the present thesis aimed to test an explanatory theoretical model of burnout in teachers. Consequently, four studies were needed: I) A scoping review of burnout and mental health in teachers; II) Translation and validation of the Connor-Davidson Resilience Scale; III) Testing of the explanatory model of depressive symptoms; and IV) Testing of the explanatory theoretical model of burnout in teachers before and during the COVID-19 pandemic. The study I found in the literature an association between the psychological variables (selfefficacy, coping, and emotions) and burnout, allowing the testing of this theoretical model. The study II confirmed the evidence of validity of the EBCR in teachers, which made its use possible in the final study, with the measure already adapted to this population. Findings from study III showed how the emotion anxiety had a mediator role in the association between perceiving oneself as exhausted before the pandemic and depressive symptoms. However, there were no significant associations found in perceiving oneself as exhausted during the pandemic. Finally, the study IV demonstrated how pleasure and anxiety acted as mediators between the perception of occupational stressors and burnout symptoms. Considering the use of an explanatory theoretical model developed in all its stages, with tailored questionnaires for this population, we expected to encourage the development of interventions targeting teachers' mental health. According to the findings of the present study, emotional regulation interventions can focus on promoting positive emotions, such as pleasure, or decreasing negative emotions, such as anger, given that both had an important role mediating variables of burnout symptoms.