Burnout em professores universitários do ensino particular: o impacto das percepções de suportes social no trabalho e organizacional

Abstract

Burnout syndrome is a psychosocial phenomenon formed by three dimensions: emotional exhaustion, depersonalization and low professional achievement, which self-manifests as a reaction to chronic emotional tension, triggered in work situations that affects, mainly, professionals who daily deal with other people, such as teachers. Hence, this study aimed to investigate the impact of perceptions of social support at work and organizational and sociodemographic aspects on burnout syndrome in university teachers of the private education network. Valid and reliable instruments were used as well as sociodemographic questionnaire to describe the sample. The sample consisted of 173 teachers from private universities in Uberlandia - MG. The collected data were analyzed using descriptive statistics (frequency, mean value, standard deviation, percentiles, Pearson's correlation) and standard multiple regression analysis to identify the best predictors of each dimension of the burnout syndrome. Symptoms of burnout syndrome were found in the majority of teachers surveyed, from private institutions, with greater emphasis on the emotional exhaustion factor. Teachers demonstrated perception of some organizational support, but were not so sure about the presence or absence of social support in the work environment. Perceptions of social support and organizational, working time in the institution of higher education and age, presented an inverse correlation with burnout syndrome, while hourly workload showed a direct correlation. Perception of organizational support was the variable with greater predictive capacity, according to the multiple regression analysis, explaining all the dimensions of the syndrome. Considering the scarce amount of work on burnout syndrome among higher education teachers, new research on the subject is needed.