Síndrome de Burnout, ansiedade e depressão: um estudo sobre a saúde de professores na cidade de Bagé/RS

Abstract

The main objective of this research was to analyze the illness process of elementary school teachers in the school system of the city of Bagé (RS). Specifically, it attempted to assess the prevalence of burnout syndrome (BS) and identify symptoms of anxiety and depression among those professionals. This is a cross-sectional and descriptive study with a quantitative approach. The research instruments were organized in a digital form, divided into four blocks: (1) Informed Consent Form, (2) Profile Form, (3) Maslach Burnout Inventory (MBI) and (4) Hospital Anxiety and Depression Scale (HADS). Data was collected between October and December 2022, after the pandemic period. All subjects were invited to take part in the study (the form was sent in three contact attempts), and only those who both agreed to participate and completed the instrument properly were included. The data were organized in Microsoft® Excel spreadsheets and statistically analyzed in STATA® 14.1 software, resulting in two articles. The first article examined the prevalence of burnout, anxiety, and depression and the profile of Physical Education teachers in the school system of the city of Bagé. The results pointed out that 40.7% of teachers presented risk indicators for BS, while 7.4% were already affected by the syndrome. Regarding anxiety and depression, 70.4% of participants showed a low prevalence of anxiety symptoms, and 74.1% of depression. The second article aimed at investigating the prevalence of burnout, anxiety and depression among basic education teachers in the schools of the city of Bagé, as well as the relationship between these conditions. The results revealed that 6.8% of teachers presented BS, 22.1% had symptoms of anxiety, and 14.5% had symptoms of depression, with a significant association between burnout and levels of anxiety and depression (p<0.01). The first article showed that many Physical Education teachers were at risk of burnout, while the second one revealed an association between burnout, anxiety, and depression, thus evidencing some interdependence of these conditions. These findings emphasize the importance of institutional policies to support mental health and preventive actions to promote the quality of life of teachers, especially in a post-pandemic scenario.