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Advisor(s)
Abstract(s)
Abstract: Background: Stress is part of the individual, both at work and in social life. Prompted by several factors, stress is also present in the life of the teacher.
Objectives: To identify the factors that have prompted stress situations for teachers in elementary school in the city
of Campo Grande-AL; to determine the main stressors on well-being and satisfaction.
Methods: Quantitative, non-experimental, cross-sectional, descriptive and correlational research was selected. Data collection was performed by a protocol consisting of a sociodemographic characterisation questionnaire and the following: the Overall Job Satisfaction Scale; the Stress vulnerability Scale; the Positive and Negative Affect Scale; the Family Apgar and the Quality of Life Inventory. We used a non-probabilistic, convenience sample made up of 70 (seventy) elementary school teachers.
Results: 50% of participants were found to show stress vulnerability; 28.5% had a good relationship with strangers and 55% reported having support from friends. No family problems were identified and 65% of respondents reported having family help. In job satisfaction only 27% of teachers were satisfied and 30% thought about leaving their work.
Conclusions: Burnout in the classroom involves everyday situations for teachers, leading to the need to alert
government agencies in order to adopt strategies for teacher well-being and satisfaction with a view to success.
Description
Keywords
Stress vulnerability Teacher Welfare Job satisfaction
Pedagogical Context
Citation
Martins, C., Bispo, L., Campos, S., Moreira, T., Martins, R., & Vieira, M. (2016). Stress vulnerability: Implications for teacher well-being and satisfaction. The European Proceedings of Social & Behavioural Sciences, 746-757. http://www.futureacademy.org.uk/files/images/upload/77_4184_fulltext.pdf
Publisher
Future Academy