Síndrome de burn-out e identidade do professor universitário / Syndrome of burn-out and identity of the university teacher


IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia




This research aimed to know the development of teacher s identity process. As a matter of fact, while they do their work teachers are generally subjected to objective conditions that usually promote the uprising of the burnout syndrome. We tried to identify the syndrome components and set up the relationship between the syndrome development and the work teachers are expected to do. Besides it we tried to do an analysis of the meaning of teacher s valuation about their performance as a constitutive part of their identity and the effects of the burnout syndrome in the academic labor. Thirteen psychologists that work as university teachers granted an interview. Between the women, seven are married and one is a widow; their age average is 52 years old. The men are married, age average of 43,6 years old. The men work in private universities. All of them live in São Paulo city. We employed a questionnaire with thirty questions, concerning to personal dice as academic graduation, occupation (work) and their valuation of their professional performance. We made use of the Malach Burnout Inventory (MBI) as a standard of measurement scale. This scale has 22 itens, divided in three under - scales, which are in conformity to the three components of the burnout syndrome. The other itens evaluate the low, medium and high degrees of Emotional Exhaustion, Despersonalization and Personal and Professional Realization. We also used a guide-book of semi - structured interviews with six open questions and 33 closed questions, connected to the participants perceptions about themselves, their jobs, their quotidian, their work journey and their relationships, which are permeated by feelings of satisfaction, displeasures and fears in the stress situations of their professional tasks. In this research no one presented the burnout syndrome. Considering the Emotional Exhaustion degree, men presented the medium and high degree and women the medium and low degree, a result that we can considerate as a certain degree of the stress process. In spite of it, we didn t find out a negative effect of these Emotional Exhaustion degrees in these teachers practice. In the teacher s opinion, the rules of the Institutions of Higher Education (IES, in Brazil) are considered more stressing than their tasks as teachers. We verified that the practice of teaching produce feelings of pleasure as well as feelings of displeasure. The teachers who granted us an interview have knowledge of that they act their part well in their jobs and they want to give their best for their students. When they aren t able to do it, they feel guilty and try to do better in time. As time goes by, the professional identity is constituted, and the wise and powerful personage predominates: is that one who when enters the stage teaches and wants that their students learn. The powerful personage comes into conflict with the others when he is subjected to the Institution rules, because he doesn t want to be totally submitted to them. As the submissive personage doesn t carry on, he is quickly replaced by the wise and powerful personage, who is in search of knowledge so that he could overcome his apprehensions produced by the teaching tasks. Among the participants, the professional identity that is assumed by the strong and powerful personage keeps alive. Then there is a continuous search in a perennial metamorphosis by which they try to surpass the daily difficulties that appear in their labor environment.


trabalho docente burnout (psicologia) stress ocupacional ensino superior - brasil identidade (psicologia) teacher work burn out (psychology) occupational stress higher education identity (psychology)

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