Abstract
The teaching work records a scenario of environmental, organizational and interpersonal precariousness that contribute to the emergence of stress. The aim of this study was to investigate the correlation between work context and stress symptoms in elementary school teachers from public schools. It was a descriptive, correlational and cross-sectional study, whose sample was 196 teachers. Were used a sociodemographic survey, the Perceived Stress Scale (PSS), the Stress Symptom Intensity Survey (LIS-E) and the Work Context Assessment Scale (EACT). The mean stress symptoms were compatible with the general population; correlations between stress symptoms and work context for both instruments were weak. The work organization factor was assessed as moderate/critical, which indicates the need for short- and medium-term interventions. The socio-professional relations and working conditions obtained satisfactory evaluation. These results allow us to point out important aspects of programs for improving the organization of teaching work.
Highlights
Work, at the same time, constitutes itself as a privileged space for the construction of identity, relationships, and enables experiencing situations that cause suffering and illness (Dejours, 1988)
The aim of this study was to investigate the correlation between work context and stress symptoms in elementary school teachers from public schools
The sample presented consisted of 91.8% of women, which is consistent with most studies conducted with elementary school teachers, in which the male population is reduced, at least in the Brazilian context
Summary
At the same time, constitutes itself as a privileged space for the construction of identity, relationships, and enables experiencing situations that cause suffering and illness (Dejours, 1988). Studies have characterized teachers’ health and illness conditions and confirm high prevalence of behavioral symptoms and health-related complaints (Gontijo, Silva, & Innocente, 2013). Emotional exhaustion and stress are conditions often identified in teachers, along with voice disorders and musculoskeletal disorders (Baião & Cunha, 2013). In addition to individual and personality factors, those related to the work context (work organization, socio-professional relations and working conditions, Mendes & Ferreira, 2008), are considered important predictors of illness (Dalcin & Carlotto, 2017), as they are causing stress symptoms
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