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Saúde e bem-estar laboral do professor do Ensino Básico: um estudo em duas escolas públicas
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A intensificação das demandas pedagógicas, a sobrecarga de tarefas, a pressão por resultados e a precarização das condições de trabalho contribuem para o desgaste físico e emocional dos docentes, favorecendo o surgimento de transtornos como burnout, ansiedade e depressão. Nesse contexto, o gestor escolar exerce papel estratégico na mediação de conflitos, na organização das condições laborais e na implementação de políticas de cuidado e acolhimento, podendo reduzir ou agravar os impactos do estresse. Lideranças comprometidas com a saúde mental favorecem vínculos interpessoais, valorização docente e ambientes mais saudáveis, fundamentais à sustentabilidade da prática pedagógica. Este estudo analisou a percepção de professores do ensino básico sobre sua saúde física e mental, com base no modelo de burnout de Maslach e Jackson (1981). A pesquisa foi realizada em duas escolas públicas de Setúbal, Portugal, Escola Básica Santa Maria da Graça e Escola Básica Luísa Todi, e contou com a participação de 21 docentes, por meio de questionário estruturado. Os resultados apontaram níveis elevados de desgaste físico, emocional e cognitivo: cerca de 70% relataram esgotamento frequente ao final do dia. Os achados reforçam a relevância de estratégias institucionais de prevenção e promoção da saúde mental, evidenciando a importância de gestores escolares atentos às necessidades emocionais da equipe para mitigar fatores estressores, como sobrecarga de trabalho, indisciplina em sala, pressão por desempenho e falta de reconhecimento.
The intensification of pedagogical demands, task overload, pressure for results, and precarious working conditions contribute to the physical and emotional exhaustion of teachers, favouring the emergence of disorders such as burnout, anxiety, and depression. In this context, school administrators play a strategic role in mediating conflicts, organising working conditions, and implementing care and support policies, potentially reducing or exacerbating the impacts of stress. Leadership committed to mental health fosters interpersonal bonds, teacher appreciation, and healthier environments, which are fundamental to the sustainability of pedagogical practice. This study analysed elementary school teachers' perceptions of their physical and mental health, based on Maslach and Jackson's (1981) burnout model. The research was conducted at two public schools in Setúbal: Portugal Escola Básica Santa Maria da Graça and Escola Básica Luísa Todi, and involved the participation of 21 teachers through a structured questionnaire. The results revealed high levels of physical, emotional, and cognitive exhaustion: approximately 70% reported frequent exhaustion at the end of the day. The findings reinforce the importance of institutional strategies for preventing and promoting mental health, highlighting the importance of school administrators being attentive to the emotional needs of their staff to mitigate stressors such as work overload, classroom indiscipline, performance pressure, and lack of recognition.
The intensification of pedagogical demands, task overload, pressure for results, and precarious working conditions contribute to the physical and emotional exhaustion of teachers, favouring the emergence of disorders such as burnout, anxiety, and depression. In this context, school administrators play a strategic role in mediating conflicts, organising working conditions, and implementing care and support policies, potentially reducing or exacerbating the impacts of stress. Leadership committed to mental health fosters interpersonal bonds, teacher appreciation, and healthier environments, which are fundamental to the sustainability of pedagogical practice. This study analysed elementary school teachers' perceptions of their physical and mental health, based on Maslach and Jackson's (1981) burnout model. The research was conducted at two public schools in Setúbal: Portugal Escola Básica Santa Maria da Graça and Escola Básica Luísa Todi, and involved the participation of 21 teachers through a structured questionnaire. The results revealed high levels of physical, emotional, and cognitive exhaustion: approximately 70% reported frequent exhaustion at the end of the day. The findings reinforce the importance of institutional strategies for preventing and promoting mental health, highlighting the importance of school administrators being attentive to the emotional needs of their staff to mitigate stressors such as work overload, classroom indiscipline, performance pressure, and lack of recognition.
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Palavras-chave
Saúde do professor Bem-estar laboral Papel do gestor escolar Burnout Teacher health Occupational well-being Role of the school manager