| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Capa | 1.32 MB | Adobe PDF | ||
| Folha de rosto | 2.15 MB | Adobe PDF | ||
| Documento principal | 4.64 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Introdução: Os requisitos profissionais podem interferir com as atividades sociais,
psicológicas e físicas, as quais podem condicionar a qualidade de vida. O objetivo deste
estudo foi analisar os determinantes da saúde relacionados com a qualidade de vida (QVRS)
numa amostra de professores portugueses do ensino básico e secundário.
Métodos: Num estudo transversal foram avaliados uma amostra de professores do ensino
básico e secundário de dezassete agrupamentos/escolas públicas selecionadas aleatoriamente
do distrito de Aveiro e Viseu, Portugal. Recorreu-se a um questionário autoaplicado para
avaliar as variáveis sociais e demográficas, a insónia (critérios da DSM-IV), a depressão
(BDI) e para avaliar a QVRS recorreu-se ao formulário SF-12, agrupado em dimensões físicas
e mentais (maior pontuação melhor qualidade de vida). A amostra final era composta por 604
professores do ensino básico (443 do sexo feminino, 73,3%), idade = 43,7 ± 7,6 anos. Foi
utilizado o teste do qui-quadrado para comparar proporções e Kruskal Wallis para comparar
as variáveis contínuas.
Resultados: As pontuações totais de qualidade de vida foram associados com o género
(34,7±2,7 vs. 33,3±3,6, p<0,001), registando-se valores inferiores no sexo feminino,
traduzindo melhor qualidade de vida comparativamente ao sexo masculino.
Os determinantes da qualidade de vida foram associados às variáveis género
(superiores no género masculino, 34,7±2,7 vs. 33,3±3,6, p<0,01), idade (<30 anos=36,2±3,0;
30-35 anos=33,9±3,0; 35-40 anos=33,7±2,9; 40-45 anos=33,8±3,5; 45-50 anos=33,5±3,9 e
≥50 anos=33,4±3,5, p=0,03), habilitações literárias (bacharelato=32,6±3,7,
licenciatura=33,6±3,3, pós-graduação=34,1±3,2, mestrado=34,5±3,2, e
doutoramento=35,4±2,8, p=0,03) e satisfação geral no trabalho (não=33,4±3,6 vs.
sim=34,5±2,8, p<0,01), insónia (não=34,2±3,0 vs. sim=34,5±3,7, p<0,01), depressão
(não=34,1±3,1 vs. sim=30,9±3,8, p<0,01) e satisfação geral dos professores (não=33,2±3,6
vs. sim=34,0±3,2, p<0,01).
As dimensões físicas foram associadas ao género, idade, tempo de serviço, prática de
desporto, depressão e insónia. Além disso, as dimensões mentais foram associadas ao estado
civil, tempo de serviço e prática de desporto.
Conclusões: O comprometimento da qualidade de vida nos professores portugueses do ensino
básico e secundário encontra-se associado a variáveis socioeconómicas e profissionais.
Palavras-chave: professores, qualidade de vida, satisfação profissional.
Abstract Background: Professional requirements may interfere with social, psychological and physical activities and that can condition the quality of life. The aim of this study was to analyze the determinants of health-related quality-of-life (HRQoL) in a sample of Portuguese elementary teachers. Methods: In a cross-sectional study we assessed a sample of elementary teachers from sixteen randomly selected public schools of the district of Aveiro e Viseu, Portugal. A selfadministered questionnaire was used to assess social and demographic variables, insomnia (DSM-IV criteria), depression (BDI) and that included the 12-Item Short Form of Medical Outcomes Study (SF-12) to assess HRQoL grouped in physical and mental dimensions (highest scores better quality of life). The final sample was composed of 604 elementary teachers (443 female, 73.3%), age=43.7±7.6 years. We used the qui-square test to compare proportions and Kruskal-Wallis test to compare continuous variables. Results: The total scores of quality of life were associated with gender (34,7 ± 2,7 vs. 33,3 ± 3,6 p <0.001), registering lower values in females, reflecting better quality of life compared male. The determinants of quality of life variables were associated with gender (higher in males, 34,7 ± 2,7 vs. 33,3 ± 3,6, p <0,01), age (<30 years = 36,2 ± 3,0; 30-35 years = 33,9 ± 3,0, 35-40 years = 33,7 ± 2,9, 40-45 years = 33,8 ± 3,5, 45-50 years = 33 , 5 ± 3,9 and ≥ 50 years = 33,4 ± 3,5, p = 0,03), educational attainment (bachelor = 32,6 ± 3,7, undergraduate= 33,6 ± 3,3 , post graduate = 34,1 ± 3,2, master=34,5 ± 3,2 and doctoral degree = 35,4 ± 2,8, p = 0,03), overall job satisfaction (no = 33,4 ± 3,6 vs. yes = 34,5 ± 2,8, p <0,01), insomnia (no = 34,2 ± 3,0 vs. yes = 34,5 ± 3,7, p <0,01 ), depression (no = 34,1 ± 3,1 vs. yes = 30,9 ± 3,8, p <0,01) and overall satisfaction of teachers (no = 33,2 ± 3,6 vs. yes = 34,0 ± 3,2, p <0,01). The physical dimensions were associated with gender, age, temp of service, sports practice, depression and insomnia. Also, the mental dimensions were associated with marital status, temp of service and sports practice. Conclusions: The impairment of quality life in Portuguese elementary teachers was associated with socio economic and professional variables. Keywords: teachers, quality of life, job satisfaction.
Abstract Background: Professional requirements may interfere with social, psychological and physical activities and that can condition the quality of life. The aim of this study was to analyze the determinants of health-related quality-of-life (HRQoL) in a sample of Portuguese elementary teachers. Methods: In a cross-sectional study we assessed a sample of elementary teachers from sixteen randomly selected public schools of the district of Aveiro e Viseu, Portugal. A selfadministered questionnaire was used to assess social and demographic variables, insomnia (DSM-IV criteria), depression (BDI) and that included the 12-Item Short Form of Medical Outcomes Study (SF-12) to assess HRQoL grouped in physical and mental dimensions (highest scores better quality of life). The final sample was composed of 604 elementary teachers (443 female, 73.3%), age=43.7±7.6 years. We used the qui-square test to compare proportions and Kruskal-Wallis test to compare continuous variables. Results: The total scores of quality of life were associated with gender (34,7 ± 2,7 vs. 33,3 ± 3,6 p <0.001), registering lower values in females, reflecting better quality of life compared male. The determinants of quality of life variables were associated with gender (higher in males, 34,7 ± 2,7 vs. 33,3 ± 3,6, p <0,01), age (<30 years = 36,2 ± 3,0; 30-35 years = 33,9 ± 3,0, 35-40 years = 33,7 ± 2,9, 40-45 years = 33,8 ± 3,5, 45-50 years = 33 , 5 ± 3,9 and ≥ 50 years = 33,4 ± 3,5, p = 0,03), educational attainment (bachelor = 32,6 ± 3,7, undergraduate= 33,6 ± 3,3 , post graduate = 34,1 ± 3,2, master=34,5 ± 3,2 and doctoral degree = 35,4 ± 2,8, p = 0,03), overall job satisfaction (no = 33,4 ± 3,6 vs. yes = 34,5 ± 2,8, p <0,01), insomnia (no = 34,2 ± 3,0 vs. yes = 34,5 ± 3,7, p <0,01 ), depression (no = 34,1 ± 3,1 vs. yes = 30,9 ± 3,8, p <0,01) and overall satisfaction of teachers (no = 33,2 ± 3,6 vs. yes = 34,0 ± 3,2, p <0,01). The physical dimensions were associated with gender, age, temp of service, sports practice, depression and insomnia. Also, the mental dimensions were associated with marital status, temp of service and sports practice. Conclusions: The impairment of quality life in Portuguese elementary teachers was associated with socio economic and professional variables. Keywords: teachers, quality of life, job satisfaction.
Description
Keywords
Depressão Docentes Ensino básico Ensino secundário Factores de risco Insónia Perturbações do sono Prevalência Qualidade de vida Sono Basic education Depression Faculty Insomnia Prevalence Quality of life Risk factors Secondary education Sleep Sleep disorders Sleep initiation and maintenance disorders Teachers
Citation
Publisher
Instituto Politécnico de Viseu. Escola Superior de Saúde de Viseu