Programa de redução de estresse baseado em mindfulness em professores do ensino técnico profissionalizante

Abstract

Teaching work has been the target of many studies, by the frequency of psychosocial stressors related to the nature of the function. If persistent and without the use of appropriate strategies to cope with these stressors, the vulnerability to Burnout syndrome increases. An approach that gained increasing recognition, for stress reduction, is mindfulness training, which consists in enabling the individual to respond in a habitual manner to situations that happen in the present moment. Objective: The aim of this study was to identify the presence of burnout, quality of life, attention and full awareness in vocational technical education teachers and to verify the impact of a mindfulness-based stress reduction program on teachers with symptoms of the syndrome. Method: This is a descriptive and quasi-experimental study. 42 teachers of a vocational technical school participated, 5 teachers with some degree of burnout syndrome made up the intervention Group (IG) and 24 teachers were used for the control group (CG). They were all adults over 18 years old, from both sexes. For quantitative measures, scales evaluating burnout (Maslach Burnout Inventory-MBI), Quality of life (WHOQOL-Bref) and full attention and consciousness (MAAS) of the teachers were applied. Descriptive statistical analyses were performed at all phases of the xiii study, statistical inference using normality tests and comparisons with Wilcoxon, Mann Whitney or chi-squared tests. Results: Most participants were female (59.5%), married (66.7%), postgraduates (59.5%) with a mean age of 35-43 years. The majority of participants presented alterations in some aspects of the burnout syndrome. After intervention, a significant difference was observed for the emotional exhaustion aspect of the syndrome. For quality of life assessments and even for attention and full consciousness, there was no significant difference, but the IG showed improvement when compared to the CG. Conclusion: Although the quantitative result of the research did not show significant difference, the qualitative evaluation showed that mindfulness practices can reduce fatigue and improve the well-being of teaching professionals.