Síndrome de Burnout, suporte social no trabalho e conflito trabalho-família em docentes no contexto da pandemia da Covid-19

Abstract

Workplace Psychology has been following with great concern the growing number of teachers who are emotionally unstable or sickened by work, presenting symptoms of discouragement, apathy and mental fatigue that characterize or derive from some psychic disorders, such as Burnout Syndrome (BS). In this research, this syndrome was addressed as a phenomenon that tended to worsen in the context of the Covid-19 pandemic due to the increase in stress and stressors experienced in remote teaching from home. The general objective of the research was to analyze the relationship between the constituent factors of SB with the factors of Social Support at Work and Work-Family Conflict in remote high school teachers from public schools in Campina Grande (PB) in the context of Covid-19. The general objective of the research was to analyze the relationship between the constituent factors of BS with the factors of workplace social support and workplace-family conflict in high school teachers from urban public schools, working remotely, in Campina Grande, Paraíba. The research is a cross-sectional survey and stratified sampling, having as theoretical reference, the psychosociological model of BS developed by Gil-Monte. The following instruments were applied: Sociodemographic Questionnaire, Cuestionario para la Evaluación del Sindrome de Quemarse por el Trabajo, Scale of Perception of Social Support at Work, Scale of Work-Family Conflict and a questionnaire on Remote Work in a sample of 131 teachers (41, 2% of the population) working in 16 schools (40% of the total). Statistical Package for Social Science (SPSS) software was used to perform descriptive statistics, Spearman's correlational test and multiple linear regression, and Iramuteq to perform R statistics for content analysis. The results identified 29.8% of the sample with BS, with 24.4% in profile 1 (moderate form) and 5.4% in profile 2 (severe form). The results of the regressions showed Informational Support as the only predictor of BS. Regarding the conflict between the work and family spheres, the analysis of the content of the responses identified the words 'home' and 'time' as the most mentioned, suggesting that the home office invaded the teachers' private life, making it difficult for them to have time to work. dedicate to the family. The research contributed to evidence that teachers affected by BS perceive the scarcity of informational support and the interference of professional schedules in private life as the main experiences of malaise in the Covid-19 pandemic context. This contribution can support school leaders in promoting educational debates on the teacher's mental health, psychological interventions and tangible actions that can overcome the scarcity of information resources in school environments.