Work Context and Stress Symptoms in Basic Education Teachers

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.