Publication
Stress vulnerability : implications for teacher well-being and satisfaction
| dc.contributor.author | Martins, Conceição | |
| dc.contributor.author | Bispo, Laudenice | |
| dc.contributor.author | Campos, Sofia | |
| dc.contributor.author | Moreira, Teresa | |
| dc.contributor.author | Martins, Rosa | |
| dc.contributor.author | Vieira, Marco | |
| dc.date.accessioned | 2017-01-25T11:13:32Z | |
| dc.date.available | 2017-01-25T11:13:32Z | |
| dc.date.issued | 2016 | |
| dc.description.abstract | 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. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.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 | pt_PT |
| dc.identifier.doi | http://dx.doi.org/10.15405/epsbs.2016.11.77 | pt_PT |
| dc.identifier.issn | 2357-1330 | |
| dc.identifier.uri | http://hdl.handle.net/10400.19/4092 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | Future Academy | pt_PT |
| dc.relation.publisherversion | http://www.futureacademy.org.uk/files/images/upload/77_4184_fulltext.pdf | pt_PT |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | pt_PT |
| dc.subject | Stress vulnerability | pt_PT |
| dc.subject | Teacher | pt_PT |
| dc.subject | Welfare | pt_PT |
| dc.subject | Job satisfaction | pt_PT |
| dc.title | Stress vulnerability : implications for teacher well-being and satisfaction | pt_PT |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.endPage | 757 | pt_PT |
| oaire.citation.startPage | 746 | pt_PT |
| oaire.citation.title | European Proceedings of Social and Behavioural Sciences | pt_PT |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | article | pt_PT |