Correlações entre Habilidades Sociais Educativas dos Professores, Burnout e Relação Professor-Aluno

Abstract

Este estudo teve por objetivo correlacionar as habilidades sociais educativas dos professores (HSE), o Burnout e a relação professor-aluno. Participaram 400 professores (M= 36,08 anos, DP = 9,94), de ambos os sexos (348 mulheres e 52 homens), os quais lecionavam no 7º, 8º e 9º ano do Ensino Fundamental, provenientes de oito escolas, sendo quatro públicas e quatro particulares, situadas em cidades do Estado do Rio de Janeiro. Os professores responderam ao Questionário com informações demográficas e nível socioeconômico, à Escala da Relação Professor-Aluno (IHSE-Del-Prette), ao Inventário de Habilidades Sociais Educativas (IHSE-Del-Prette) e ao Inventário de Burnout de Maslach (MBI). Os resultados indicaram que as HSE dos professores se associaram positivamente com a relação professor-aluno e negativamente com o Burnout, sendo esse correlacionado negativamente com a relação professor-aluno. O modelo de regressão evidenciou que as HSE dos professores têm maior poder preditivo sobre as relações entre professores e alunos nos Anos Finais do E.F. Conclui-se que intervenções com foco na aprendizagem de HSE dos professores podem contribuir para a prevenção de Burnout, assim como promover o desenvolvimento acadêmico e socioafetivo de seus alunos.

Life Satisfaction and Academic Performance of Elementary School Students

“…The results indicated that the dimensions emotional exhaustion and poor professional achievement of teachers were negative predictors of students' academic performance. These results are corroborated by the literature that identified that teachers' Burnout Syndrome may compromise the way educators perform daily tasks, harming their professional competence, the teaching-learning process (Diehl & Marin, 2016;Koga et al, 2015) and the quality of the teacher-student relationship (Ackar et al, 2016). Thus, there are indications that the Burnout Syndrome can be a risk factor in the school context and that without the incidence of protective factors, it may compromise resilience processes that emerge through the quality of the relationship between teachers and good student performance (Juliano & Yunes, 2014).…”

“…Burnout syndrome is one of the main causes of teachers' leave of absence from work and can lead to medium-and long-term damage to the physical and mental health of educators (Dieh & Marin, 2016). In addition, several studies indicate that Burnout not only reduces teachers' awareness of their personal and professional competencies, but also negatively impacts the relationship with their students (Achkar, Leme, Soares, & Yunes, 2016;Koga et al, 2015;Silva et al, 2015). Thus, the Burnout Syndrome is a risk factor for the healthy development of both teachers and students and it hinders the expression of resilience processes in the school context.…”

Depressive Symptoms, Anxiety, Self-Esteem and Educational Social Skills in Public School Teachers

“…A good performance of the skills addressed in the "Cultivate affection, support and good mood" and "Approve and value behaviors" factors may indicate that the teachers have feelings of professional fulfillment and develop a good relationship with the students (Leite & Colombo, 2008;El Achkar, Leme, Soares, & Yunes, 2016). The factor "Disapprove, restrict and correct behavior" indicates that good self-esteem is necessary to cope with situations that require more assertiveness (Lopes, Dascanio, Ferreira, Del Prette, & Del Prette, 2017).…”