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Publication
ResistĂȘncia ao stress em docentes de crianças em idade infantil
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Authors
Abstract(s)
Ser professor é uma profissão considerada desgastante, porém o ser humano é
dotado da capacidade de lidar e resolver problemas. Esta investigação analisa a resistĂȘncia
ao stress em docentes de crianças em idade infantil, assim como verifica o efeito das
variĂĄveis sociodemogrĂĄfica nos nĂveis de resiliĂȘncia e de stress. A mesma justifica-se
pertinente, uma vez que a docĂȘncia representa uma atividade extremamente exigente e
geradora de nĂveis de stress superiores a outras profissĂ”es. Este estudo utilizou uma
metodologia quantitativa e a sua amostra inclui cerca de 130 docentes, 70,4% do sexo
feminino, com uma mĂ©dia de 45 anos e a lecionar na prĂ©-escolar, no 1Âș e/ou 2Âș ciclos do
ensino båsico por um tempo médio de 19,3 anos. Para medir a vulnerabilidade ao stress foi
utilizado o QuestionĂĄrio de Vulnerabilidade ao Stress â 23 QVS, de Vaz Serra (2000). E
para avaliar a resiliĂȘncia, a Escala de ResiliĂȘncia â Measuring State Resilience (MSR),
adaptada e validada para a população portuguesa por Helena Martins (2005). Os dados
foram analisados estatisticamente através de estudos descritivos, correlacionais e
inferenciais. Os resultados encontrados revelam valores moderados de vulnerabilidade ao
stress, sendo mais elevadas nas dimensĂ”es de âInibição e dependĂȘncia funcionalâ,
âCondiçÔes de vida adversasâ e âPrivação de afeto e rejeiçãoâ. AlĂ©m disso, as correlaçÔes
evidenciam que a resiliĂȘncia encontra-se fortemente associada a valores negativos das
dimensÔes supramencionadas. A vulnerabilidade ao stress aumenta com a idade e os
participantes do género feminino afiguram-se mais resilientes, quando comparados com os
indivĂduos do gĂ©nero masculino. Apesar dos valores moderados, os dados sugerem que a
vulnerabilidade ao stress pode trazer repercussÔes na qualidade de vida, alertando para a
necessidade de gerir o stress de forma sustentada.
Being a teacher is a profession considered exhausting, but the human being is endowed with the ability to deal with and solve problems. This research analyses the resistance to stress in teachers of children of child age, as well as verifying the effect of sociodemographic variables on levels of resilience and stress. This is justified as teaching is an extremely demanding activity that generates higher levels of stress than other professions. This study used a quantitative methodology and its sample includes about 130 teachers, 70.4% female, with an average of 45 years and teaching in preschool, 1st and/or 2nd cycles of basic education for an average time of 19.3 years. To measure vulnerability to stress, the Stress Vulnerability Questionnaire - 23 QVS, by Vaz Serra (2000) was used. And to assess resilience, the Measuring State Resilience (MSR), adapted and validated for the Portuguese population by Helena Martins (2005). Data were statistically analyzed through descriptive, correlational and inferential studies. The results show moderate values of vulnerability to stress, being higher in the dimensions of "Inhibition and functional dependence", "Adverse living conditions" and "Deprivation of affection and rejection". In addition, the correlations show that resilience is strongly associated with negative values of the dimensions mentioned above. Vulnerability to stress increases with age and female participants appear to be more resilient when compared to male individuals. Despite the moderate values, the data suggest that vulnerability to stress may have repercussions on quality of life, alerting to the need to manage stress in a sustained manner.
Being a teacher is a profession considered exhausting, but the human being is endowed with the ability to deal with and solve problems. This research analyses the resistance to stress in teachers of children of child age, as well as verifying the effect of sociodemographic variables on levels of resilience and stress. This is justified as teaching is an extremely demanding activity that generates higher levels of stress than other professions. This study used a quantitative methodology and its sample includes about 130 teachers, 70.4% female, with an average of 45 years and teaching in preschool, 1st and/or 2nd cycles of basic education for an average time of 19.3 years. To measure vulnerability to stress, the Stress Vulnerability Questionnaire - 23 QVS, by Vaz Serra (2000) was used. And to assess resilience, the Measuring State Resilience (MSR), adapted and validated for the Portuguese population by Helena Martins (2005). Data were statistically analyzed through descriptive, correlational and inferential studies. The results show moderate values of vulnerability to stress, being higher in the dimensions of "Inhibition and functional dependence", "Adverse living conditions" and "Deprivation of affection and rejection". In addition, the correlations show that resilience is strongly associated with negative values of the dimensions mentioned above. Vulnerability to stress increases with age and female participants appear to be more resilient when compared to male individuals. Despite the moderate values, the data suggest that vulnerability to stress may have repercussions on quality of life, alerting to the need to manage stress in a sustained manner.
Description
Keywords
ResistĂȘncia Vulnerabilidade Stress Docentes PrĂ©-escola Primeiro e Segundo Ciclos do Ensino BĂĄsico Resistance Vulnerability Stress Teachers Pre-school First and Second Cycles of Basic Education Psicologia da Educação . Faculdade de Artes e Humanidades