Abstract
In order to investigate quality of life among public schoolteachers in relation to socio-demographic characteristics and work conditions, a cross-sectional study was conducted in a sample of 601 primary and secondary teachers from the State and Municipal public school system in the urban area of Pelotas, Rio Grande do Sul State, Brazil. The study analyzed the following domains from the WHOQOL-BREF scale: physical health, psychological health, social relationships, and environment. The mean indices were: 69.2 (SD = 16.8) for physical health, 70.6 (SD = 14.0) for psychological health, 72.5 (SD = 17.3) for social relationships, and 60.7 (SD = 14.0) for environment. Age, time in the teaching career, and total number of students were not significantly associated with quality of life. Teachers in municipal schools scored higher than their counterparts in the State public schools in the physical health domain (p = 0.026). Men scored higher than women in the physical and psychological health domains. Higher family income was associated with better quality of life. Higher classroom workload was associated with better scores in the physical health and environment domains.
Highlights
In order to investigate quality of life among public schoolteachers in relation to socio-demographic characteristics and work conditions, a cross-sectional study was conducted in a sample of 601 primary and secondary teachers from the State and Municipal public school system in the urban area of Pelotas, Rio Grande do Sul State, Brazil
Teachers in municipal schools scored higher than their counterparts in the State public schools in the physical health domain (p = 0.026)
Higher family income was associated with better quality of life
Summary
A renda familiar média foi de 2,5 salários mínimos (DP = 1,7SM) e não apresentou diferença significativa entre os tipos de escola, apesar de que, ao considerar somente a renda individual, viu-se que a proporção de docentes com mais de três salários mínimos foi maior nas municipais (59%) do que nas estaduais (52%). Seguindo o mesmo padrão da idade, o tempo de docência foi significativamente maior na rede estadual, pois quase 40% desses professores trabalhavam há mais de 20 anos, ao passo que 42% dos que referiram menos de 10 anos de docência estavam na rede municipal. Quanto maior a carga horária na escola, melhor a pontuação nos domínios físico e ambiente, mantida após ajuste para renda e tempo de trabalho.
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