Síndrome de Burnout : um estudo qualitativo sobre o trabalho docente e as possibilidades de adoecimento de três professoras das séries iniciais

Abstract

This is a qualitative research and is based on the social psychological approach in which burnout syndrome is considered the most likely result from the physical, mental and emotional weakening caused by instability between the individual and his/her job. Its goals include: 1) identifying, based on teachers account, burnout syndrome dimensions (emotional exhaustion, depersonalization and lack of personal accomplishment) in their daily professional activities according to the symptoms described in Maslach Burnout Inventory; 2) understanding factors that can contribute or not to the sickening process of these teachers, by relating the existence or non-existence of such dimensions to their personal, professional, and academic background. Three female teachers from a municipal elementary school in Uberlândia (MG) took part in this research. Data were collected through informal interviews in the school and also two semistructured audio-taped interviews with each teacher. The first interview was conducted following a list of topics made exclusively for this research and divided into five main points: 1) sociodemographic information such as age, sex, marital status, number of children, position in the school, professional education, and teaching experience; 2) teachers family and childhood; 3) school history; 4) first days as a teacher and current professional daily life; 5) everyday life out of school. The second list of topics to be covered in the interview was based on Maslach Burnout Inventory. The content analysis enabled us to verify emotional exhaustion symptoms in the three teachers, suggesting the presence of such burnout dimension in their daily professional activities and an imminent sickening process. We noted, however, that symptoms of this dimension appear more frequently in the account of two teachers. With regard to depersonalization dimension we consider that its symptoms do not appear frequently in the teachers account. That is why they were excluded from our data analysis. In relation to the lack of personal accomplishment dimension, we noted its symptoms in all teachers account. We are not allowed, however, to say these teachers have burnout syndrome because it implies high rates of emotional exhaustion and depersonalization and low rates of lack of personal accomplishment. Work precarious conditions, overwork, lack of leisure, low wages, work conflicts and conflicts between work and family cause the feeling of dissatisfaction, demotivation, and frustration. Also, it shows a school reality little stimulating to the teaching routine in a place where many people work. Such scenario lead us to the discussion on the importance of psychologist and other professionals who work in the educational setting directly or indirectly considering the teacher as a person. This means to invest in his/her emotional health, create a space where he/she may express themselves as human beings who are not completely developed and, so, prevent them of getting sick.