PERCEPTION OF OCCUPATIONAL STRESSORS BY TEACHERS AT DIFFERENT EDUCATION LEVELS: A QUALITATIVE ANALYSISABSTRACT
The objective of this study was to understand the teachers’ experiences and feelings in relation to occupational stressors at different levels of education. In order to do this research, 42 teachers participated and responded to an open-question interview. For data processing, the IRAMUTEQ software was used and the analysis took place using Specificities and Factorial Correspondence Analysis (AFC). In early childhood education, the family’s lack of commitment to their children’s education, parental aggressiveness, and feelings of devaluation were evident; elementary disrespect and violence by parents against their children result in behavioral problems at school; in High School, work overload and feelings of failure; during graduation, problems with relationships with colleagues and overloaded schedules; and in postgraduate studies, overload and lack of meaning in work. Efforts must be expanded to promote teachers’ social and emotional skills and thus have significant effects on their health and the quality of education.
Keywords:
occupational stress; worker health; basic education; higher education
RESUMO
O objetivo deste estudo foi conhecer vivências e sentimentos de professores em relação a estressores ocupacionais nos diferentes níveis de ensino. Participaram 42 docentes que responderam a um roteiro de questões abertas. Para o processamento dos dados, foi utilizado o software IRAMUTEQ e a análise ocorreu por Especificidades e Análise Fatorial de Correspondência (AFC). Evidenciou-se no ensino infantil, a falta de compromisso da família com a educação dos filhos, agressividade dos pais e sentimentos de desvalorização; no fundamental, desrespeito e violência dos pais com os filhos, que reflete em problemas de comportamento na escola; no médio, sobrecarga laboral e sentimentos de fracasso; na graduação, problemas de relacionamento com colegas e excesso de reuniões; e na pós-graduação, sobrecarga e ausência de sentido do trabalho. Esforços devem ser ampliados para promover as competências sociais e emocionais dos professores e assim, causar efeitos significativos na sua saúde e na qualidade da educação.
Palavras-chave:
estresse ocupacional; saúde do trabalhador; educação básica; educação superior
RESUMEN
El objetivo de este estudio fue conocer vivencias y sentimientos de profesores en relación con estresores ocupacionales en los distintos niveles de enseñanza. Participaron 42 docentes que respondieron a un plan de cuestiones abiertas. Para el procesamiento de los datos, se utilizó el software IRAMUTEQ y el análisis sucedió por Especificidades y Análisis Factorial de Correspondencia (AFC). Se evidenció, en la enseñanza infantil, la falta de compromiso de la familia con la educación de los hijos, agresividad de los padres y sentimientos de desvaloración; en la básica, menosprecio y violencia de los padres con los hijos, que refleja en problemas de comportamiento en la escuela; en la secundaria, sobrecarga laboral y sentimientos de fracaso; en la universitaria, problemas de relacionamiento con compañeros y exceso de reuniones; y, en el posgrado, sobrecarga y ausencia de sentido del trabajo. Esfuerzos deben ser ampliados para promover las competencias sociales y emocionales de los profesores y, así, causar efectos significativos en su salud y en la calidad de la educación.
Palabras clave:
estrese ocupacional; salud del trabajador; educación básica; educación universitaria
INTRODUCTION
Constant, diverse changes in economy, especially resulting from the transition from the industrial sector to the amplification of the service sector, introduce significant alterations in the world of labor. This requires studies focused on psychosocial factors created by such changes, in order to avoid risks and encourage the creation of healthy work environments (Muñoz-Rojas, Orellano, & Hernández-Palma, 2018). Psychosocial factors are the conditions that are present in a labor situation and are directly related to labor organization, labor content, the realization of the task and with the environment, which have the capacity to affect the development of labor and the health of workers (Gil-Monte, 2011).
Teaching is characterized as a highly demanding career, which exposes teachers to diverse stress factors, which has led these workers to report loss in their mental health and low satisfaction at work (Roberts, Gallagher, Daro, Iruka, & Sarver, 2019). Stressing factors can present themselves differently, because teachers do not belong to a uniform professional category. Labor characteristics vary in accordance with the type of institution, the social context in which it is inserted, and the age of the students (Kourmousi & Alexopoulos, 2016).
According with the Education Law of Directives and Bases no. 9.394/96, the levels and modalities of teaching in Brazil are characterized by: Child education, Basic education, High School; and Higher education, constituted by graduation and post-graduation.
In Child Education, psychosocial risks include harsh labor demands, long hours of discomfort, constant verbalization (Aldrete-Rodríguez, León-Cortés, González-Baltazar, Hidalgo-Santacruz, & Aranda-Beltrán, 2014), and the need to perform different tasks at the same time (Ferreira, 2021). Many tasks involve teaching children how to dress themselves, supervise lunchtime and nap time (Gu, Wang, & You, 2020). Thus, teachers feel the pressure resulting from the high degree of responsibility (Cruz et al., 2021; Carvalho, 2022) Sandilos, Goble, Rimm-Kaufman, & Pianta, 2018), work overload (Gu et al., 2020). In Elementary School, teachers submit themselves to overcrowded classrooms, scarcity of materials, and the students’ lack of interest and commitment, which leads to feelings of underappreciation, disrespect, and frequent guilt for not being able to accomplish all tasks that are imposed on them (Ben & Silva, 2021). The study by Carvalho (2022), identified stressors such as precarious infrastructure at schools, quantitative and qualitative overload of tasks, low support by parents/guardians, difficulties in the relationship with students, overload of paperwork.
In high school, the most intense stressor is the undisciplined behavior of the students, heavy work overload and need to work outside the school environment (Raupp & Justin, 2016). A study realized by Lucena and Freitas (2020) identified as stressors at this level of teaching, the lack of physical structure at school, overcrowded classrooms, the students’ behavior (noise, disruptive untimely talking, swear words, lack of respect with classmates and teachers), the students’ lack of commitment with disciplines, and the parents’ lack of responsibility regarding their children and their school assignments and family activities.
University teachers in the graduation level are exposed to occupational stressors related to work overload, conflict between leisure and work time, high degree of responsibility, and the need for constant updating (Alvim, Ferrarezi, Silva, Floriano, & Rocha, 2019). Ferreira and Pezuk (2021), based on a literature review, identified the organization of daily practice, in its totality, expressed by the sum of all articulated works, for the following of curricular norms of the disciplines that include planning, class preparation and registration, and class realization. This included the need for administrative devices in the corporative world in the development and organization of scientific content updated by means of courses, congresses, seminars, scientific projects, and so on.
Regarding the post-graduation level, in addition to teaching disciplines, teachers have to provide guidance to students and their research works, manage projects, participate in congresses and examination boards, and publish the results of their research works (Santana, 2011). Chancarlyne, Trindade and Vendruscolo (2020) add stressors such as the intensification of the work load due to pressure by scientific production because of the new goals imposed by the organs that assess post-graduation. In addition, they point at the bureaucratization and overloading of work, the continuous work generated with the TICs, the lack of dialogue between peers, the fragilization of affection bonds out of the university environment.
Thus, the objective of this study, of qualitative outline, was to get to know the experiences and the feelings of teachers regarding the occupational stressors at different levels of teaching: child education, basic education, high-school, graduation, and post-graduation.
METHOD
Participants
42 teachers from different parts of Rio Grande do Sul, Brazil, took part in the study. They were from the following teaching levels: child education (eight), basic education (ten), high-school (nine), graduation (eight) and post-graduation (seven). As an inclusion criterion, they were supposed to have been working for at least a year at their current school. The exclusion criterion dismissed teachers who were on leave for health reasons, on maternity leave, or on interest leave.
The participants were mostly women (83,3%), aged between 29 and 64 years, 24 participants were married (57,0%), a considerable percentage had children (66,5%). They had been teaching for lengths of time that arranged from 4 to 36 years, some of them had postgraduation level formation (88%) and the 26 came from public institutions (62,1%).
Instruments
Data were collected by means of an instrument that was divided into two blocks:
1) questionnaire of labor, socio-demographic data, made-up of 13 questions (sex, age, marital status, offspring, academic formation, Length of time teaching, type of institution, level of teaching; 2) interview with the open questions with the objective to get to know the most intense occupational stressors in the work of the teachers, containing the following items: a) describe a day or a week that is considered difficult in your occupation; b) the work has positive or negative implications in the life of a teacher. How would you describe the negative impact that your occupation has in your health and in your life in general; c) think of a recent negative situation that happened to you in your work context and of a recent negative situation that happened to a colleague of yours. Think of an occurrence that drew your attention and resulted in a problem that was difficult to be dealt with. Describe the situations; d) this space must be used to report other situations related to the teaching profession that you consider relevant to share with us.
Question “c” was developed by means of and adaptation of the “Técnica do Incidente Crítico” (TIC), or Critical Incident Technique, which consists of a means to obtain a qualitative data, assessing the subjectivity of individuals that experienced certain situations (Ribeiro, Silva e Souza, Barreto, Neves, & Barbosa, 2012).
Procedures
The participants provided answers to the instrument by means of an online platform. The recruiting took place in an intentional, non-probabilistic way (Curtis, Gesler, Smith, & Washburn, 2000) and the sample was constituted by means of the snowball reference technique, which starts with one or more individuals with key characteristics demanded by the research outline and asking these participants to name others with similar characteristics. The number of participants was determined by the saturation sampling criterion, that is, the recruiting of new participants ceased at the moment Researchers stopped perceiving new elements for outlining or detailing theorization (Rijnsoever, 2017).
For the processing of data, the IRAMUTEQ (Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires) software was used. This software is commonly employed in human and social sciences. This program presents statistical rigor and leads to different types of analysis of text data, from simple ones such as the calculation of the frequency of words up to multi-varied analysis (Camargo & Justo, 2013). It consists of a tool for supporting the organization of data. Consequently, it does not conclude the analysis because interpretation is indispensable and it is a responsibility of researchers.
In this study, researchers used the text analysis by means of “Especificidades e Análise Fatorial de Correspondência” (AFC), Specificities and Factorial Analysis of Correspondence. The analysis of specificities proposes the association of texts with variables, that is, it leads to the analysis of text production in agreement with the characterization variables (Salviati, 2017). The AFC makes it possible to compare the vocabulary (considering the frequency of incidence of words) and the classes, generating a graphic representation in cartesian model. Classes are defined as a grouping constituted by several segments of text of homogeneous vocabulary (Nascimento & Menandro, 2006).
Also, the AFC is conducive to getting to know the intensity of each word in the set of classes and access the segments of text from each individual inserted in the classes for a more qualitative interpretation of data by the researcher (Ramos, Lima, & Amaral-Rosa, 2018). Thus, in this study, after the phases of processing and accessing the segments of the text, the meanings of the words in the discourses of the teachers were interpreted.
Ethical procedures were realized according to Resolution no. 466 of the “Conselho Nacional de Saúde do Brasil” (CNS), or National Health Council of Brazil. The research was approved by the Ethics Committee of the University of Vale do Rio dos Sinos under number CAAE: 1.874.619.
RESULTS AND DISCUSSION
The 42 interviews of the initial corpus were organized into 5 modalities (teaching levels), which resulted in 292 text segments, with 8.041 occurrences, 1;987 forms and 1.194 hapax (words that appear only once in the corpus), representing 14.85% of occurrences in the text. As the cutoff point for the minimum frequency of words, 10 was established (Salviati, 2017).
The text segments were submitted to the analysis of Specificities and Factorial Analysis of Correspondence (AFC) And led to the visualization of the distribution of words by modalities (teaching levels), according to Illustration 1.
Words in the box:
Pós-graduação - postgraduation
graduação - graduation
fundamental - basic
infantil - child
mesmo - same
atividade - activity
ano - year
gosto - taste
disciplina - discipline
pessoa - Person
relação - relation
impacto - impact
nada - nothing
reunião - meeting
trabalho - work
colega - colleague
docente - teacher
sempre - Always
ruim - bad
hora - hour
fase - phase
profissão - profession
escolar - school
bom - good
professor - teacher
pessoal - personal
semana - week
problema - problema
difícil - difficult
saúde - health
triste - sad
momento - moment
horário - timetable
profissional - professional
filho - child
família - family
pai - father
mãe - mother
In the cartesian plan, the approximations and distances among the modalities can be identified with precision according to the disposition of the quadrants. Thus, it is possible to observe the disposition among the words in the texts and regarding the modalities. As a result, we can verify a certain proximity between what is reported by the teachers in child education and basic education, as well as the relative proximity between the contents in the speeches of the teachers in graduation and post-graduation. High school, on the other hand, tends to approach different contents. The analysis of Specificities resulted in the representation of the force of forms according to the selected modalities. Table 1 presents the frequency of some forms mentioned by the teachers in child education level in comparison with the other teaching levels.
Analysis of specificities with the greatest frequency of words of the child education level in comparison with the other teaching levels.
In order to enter the detailed interpretation of the differences between teaching levels, it is possible to select the text segments, indicating the degree of similarity in the vocabulary employed by the teachers. When we consider that, at the child education level, the words “child”, “father”, “family” and “mother” are highlighted and, based on the analysis if the contents on which they are employed, there is the evidence of labor stressors related to a lack of commitment by parents with the education of their children, aggressiveness of parents against the teachers and a resulting feeling of underappreciation.
[...] in the meetings, ceremonies, report card releases, and other events promoted by the school, no family members ever showed up and that makes me angry. Their child’s education and the school had no relevance to those families, and that’ the way it is for a significant part of our society. What should we do in this case? It’s such a helpless situation. (Participant 3).
A mother did not wish to comply with the norms regarding the schedules in our school, so she started an angry argument with me, with violence. (Participant 7).
I called a mother in order to report my concern with the baby’s nutrition because the child wouldn’t eat anything at school. The mother got furious and refused to listen to me. (Participant 8).
The reports by the teachers converge with what literature has pointed out as stressors for this level of teaching. A bibliographic survey, comprehending the period from 2002 to 2012, demonstrated that the central point in the set of studies is the social underappreciation of the professional activity of taking care and educating children (Vieira & de Oliveira, 2013).
Török (2015) argues that the demands and expectations of parents regarding the activities organized for their children by the teachers in child education are higher than the activities that the institutions can offer. The author adds that, in more economically vulnerable areas, the work of a teacher at this level is more professionally difficult because the children do not receive elementary care at home, and that becomes the teachers’ responsibility.
Concerning the relationship between families and child education schools, despite research works that indicate that these schools use mediating resources for this relation, there is evidence of fragility regarding the sharing of the children’s caretaking and education (Smith, Sheridan, Kim, Park, & Beretvas, 2020). The relation between the schools and the families is described as distant and/or permeated by difficulties that disturb the promotion of an integrated work based on the dialogue between parents and education professionals, according to the present study. In this sense, it is important to understand the socialization process as a continuum, and families must be prepared to provide the necessary conditions for their children to live up to their educational expectations. However, this family task can be hindered by poverty (Szymanski, 2004). Thus, the low participation of parents at school is not a consequence of their lack of interest or irresponsibility. It is rather a consequence of factors such as their everyday struggle to guarantee the survival and the improvement of living conditions for their families. Also, low schooling levels also make it difficult to establish a dialogue between school and parents (Silva & Cavalcante, 2012).
Table 2 presents frequency of forms at basic education level in comparison with the other teaching levels. The most representative words in this teaching level are “father” and “mother”, which are expressive in child education and, significantly, there is the appearance of the word “sad”.
Analysis of Specificities with the greatest frequency of words at the basic education level regarding the other teaching levels.
The expressions of the teachers help understand the context of their elements and lead to the interpretative conclusion that occupational stressors, as this teaching level, are interconnected, because the situations that lead to feelings of sadness concern circumstances that involve the relationship of parents with their children and their reflections at school. Thus, there are reports of situations of disrespect and violence by parents against children and behavioral problems with the students at school.
[...] the attitudes of the parents towards the students indicate a lack of respect, so it is possible to observe that the most serious problems concern the families’ lack of structure, which produces an effect in attitudes and performances. [...] as teachers, we act a lot like the students’ parents, when we wish and need to provide them with emotional and psychological support, in addition to curricular content. (Participant 12).
Sad when one of the kids showed up for class with wounded fingers. The kid’s father got angry because the boy wouldn’t put away his scattered toys and scrapped the boy’s fingers against the wall. (Participant 9).
Difficult are the days when we try really hard to pass new knowledge to students and answer questions but they pay no attention, they really, don’t care, and you end up like talking to yourself, while very students listen to you, and there are the ill-bred ones, the ones that talk back. These are usually days when we also have to deal with complaints from parents, from the school, it is a whole set. (Participant 16).
Violent environments have a significant effect on the behavior of children. They miss classes, perform poorly, pay little attention, lack concentration, and seem apathetic (Moreira & Oviedo, 2020). These signs are identified by the participants, according to the presented reports.
Thus, teachers are exposed to occupational stressors related to the need for managing the students’ bad behavior, support for students who are in need or unmotivated, lack of control over the decisions that affect them and feelings of constant pressure for results (Richards, 2012). Based on that, the teachers in high school tend to establish a close connection with the students and make an effort to create a favorable environment for learning, which makes their work emotionally intense (Akin, Aydin, Erdogan, & Demirkasımoğlu, 2014). These factors might cause strong negative emotions and teachers report that dealing with these emotions is an important stress agent. The frequent experience of negative emotions might affect the well-being of teachers, reduce motivation and self-efficacy (Töre, 2020) and, in the long-term, might compromise the teachers’ performance (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010).
It is possible to observe on Table 3 that some of the most frequent words mentioned by the teachers in high school were: “hour”, “school”, “class” and “classroom”.
Analysis of specificities with the greatest frequency of words in high school in comparison with the other teaching levels.
The following excerpts are examples of what the participants reveal regarding occupational stressors at this teaching level. The words refer to work overload and consequent interference in personal and family life, and feelings of failure.
I really like what I do, but there is a huge impact in my own life. It has to do with the working hours out of the school environment. They interfere in the number of hours I have for sleep and the time I spend with my family. (Participant 27).
[Impact of the work over health and life]: overload, exhaustion, too much time engaged in classroom activities. Feelings of guilt for the students’ failures. (Participant 19).
The fact that students nowadays do not feel like studying, debating, or doing activities makes us sad because we are not able to reach our objectives. Bringing students to the classroom, doing exercises, or studying has become something hard to do. Making students understand the content, well... (Participant 22).
The declarations of the participants regarding the work overload are in agreement with what literature has pointed out. Nowadays it is known that high school in Brazil lacks teachers and there is a consequence work overload for teachers at high school level (Costa & Bollmann, 2018). Based on data from the “Pesquisa Nacional por Amostra de Domicílios” (Pnad), or National Research by Residence Samples, and from the School Census, Alves and Pinto (2011), demonstrate that the teachers in High School spend more classroom time and classes when compared with the teachers at other teaching levels. Thus, there are perspectives for further amplification of individual work loads for teachers at this teaching levels at public schools, which tends to lead to low productivity and quality of performance, and effects their health conditions (Costa, 2013).
There is evidence that the work overload, associated with lack of interest by the students, causes feelings of failure in teachers. Students have demonstrated that the exhaustion of teachers leads to this students’ lack of motivation (Ibrahim & Zaatari, 2020), which reinforces the importance of the teachers’ well-being for the students’ learning. Despite this finding, it is fundamental that teachers become aware of their responsibilities and the role they play, and understand that success or failure in their activity depends on the other variables, in addition to the teacher-student relation (Teuber, Nussbeck, & Wild, 2021). Teachers must understand their practice and its repercussions, And become aware of their own limits (Diehl & Carlotto, 2014).
The graduation teaching level expressively manifested words such as: “problem”, “meeting” and “colleague”, according to Table 4.
Analysis of specificities with the greatest frequency of words at the graduation level in comparison with the other teaching levels.
Based on the interpretative analysis of the text segments in which the words are mentioned, it is possible to say that the everyday life of the teachers in graduation is characterized by work stressors connected to their relationship with colleagues and the excessive number and content of meetings, which contribute to work overload and illness among teachers.
I have colleagues with serious psychological problems, and they end up involving other colleagues in their problems. That is, they are people who are unable to handle their own problems and end up involving other people in there are dilemmas. That leads to feelings of anger, indignation, conflict, and discomfort. (Participant 31).
Some department colleagues make the environment hostile [...]. a hostile environment generates a lot of stress. (Participant 28).
I consider it a bad day when I have too many meetings, and I have to hurry to accomplish tasks, and there are too many things to take care of until the end of the day, and classes happen without due planning. (Participant 35).
[...] I cannot keep a physical activity routine, and I have meetings that give me high blood pressure. On the days I have to work 3 shifts, I feel really bad on the following day, for example, my legs hurt and I have a backache and migraine. (Participant 30).
Based on these reports, it is possible to observe that sometimes colleagues play a negative role in the work environment and have a negative effect on the health of the interviewed graduation teachers. Such factors in disagreement with the elements of significant work, characterized by an environment that promotes the development of positive professional relations and that leads to the development of a good relationship with colleagues that help each other overcome difficulties (Vilas Boas & Morin, 2016). There is considerable evidence that the lack of social support might lead to health problems (Dalcin & Carlotto, 2017; Malik, Björkqvist, & Österman, 2017; Pedditzi, Nicotra, Nonnis, Grassi, & Cortese, 2020).
Another aspect that is considered a stressing factor concerns the excessive number of meetings and the way they are conducted, which end up intensifying the workload and interfering and the well-being of teachers. In this sense, it is possible to suppose that there are mistakes in the realization and management of meetings, which generates resistance and discomfort. Ilie and Frasineanu (2020) emphasize that, although the Society of knowledge dictates new necessities and challenges teachers to play other roles in addition to teaching, teachers still tend to appreciate competences related to pedagogical command, therefore, long, tense meetings that happened too often make it hard for teachers to reach their objectives.
The results presented here are in consonance with studies involving university teachers. Illness and high levels of stress in this occupational group are caused by intensification of the hours, work overload, overlapping activities, excessive control by the institution, and lack of social support (Campos, Véras, & Araújo, 2020). Bureaucratic procedures and conflict ridden professional relations are equally considered potential occupational stressors at this teaching level (Jadeja & Sanghvi, 2016). Martínez, Montenegro and, Carvache (2018) add, as risk factors that are present in the organization of work for university teachers, new teaching frameworks, curricular changes, technological innovations, stressful professional pace, and interference by factors of the work environment into personal life or health.
Finally, the analysis of specificities led to the representation of the force of the forms declared by the teachers in postgraduation levels, according to Table 5. Some of the most representative words were “teacher”, “activity” and “work”.
Analysis of Specificities with the greatest frequency of words at the postgraduation level in comparison with the other teaching levels.
By assessing the contexts in which the words were used, it is possible to see that that reports report to stressors related to work overload and to a lack of meaning at work.
It is a difficult week when I have to participate and pointless meetings. When i have too much stuff to correct. It also gets more difficult with the undergraduates’ papers, projects, dissertations and theses. (Participant 39).
It is a difficult day or week when I open my notebook and I see that I have to go to endless meetings to discuss things that could easily be done by one person. I do not assess a day based on the volume of work. I can work 16 hours on an article and feel happy about it at the end of the day, but I can stay 2 hours in the meeting and get extremely disappointed for not doing something more relevant. It is a difficult day when we have to spend it with activities that don’t make any difference (Participant 40).
[...] I have to read all over their papers, I have to plan lessons for postgraduation and write articles for Qualis A! Magazines. And I also have to take care of my own research work. I am also a member of commissions, which implies weekly meetings. I spend hours reading and I have a very sedentary life because of that. Therefore, every day I have to spend a lot of hours reading the students’ papers, articles, and books. (Participant 42).
According to the reports, the work overload at the postgraduation level is related to the need to do with stuff that is considered irrelevant or administrative activities, which leads to dissatisfaction and exhaustion. Also, there are functions that are characteristic of this level of teaching (provide guidance in projects, dissertations and the theses, and teach disciplines in graduation and in Post Graduation Program - PPG, produce article sends them to Qualis magazines).
The work overload reveals itself as a consequence of the changes that take place in the teaching work process, and are related to intensification and precariousness, which have an impact on the physical and mental health of teachers (Campos, Véras, & Araújo, 2020). A study developed by Leite (2017) pointed out that the most frequent report by the teachers concerns the absence of leisure time to rest during the weekends, holidays and vacation months and the distance from family and friends. Especially by those who are in postgraduation, there is a lot of complaining about having to provide guidance to undergraduates and publish results in magazines, in addition to participating in the events without human or financial resources.
Also, Malik, Björkqvist and Österman (2017), by investigating factors that cause stress in the everyday life of teachers from postgraduation in private institutions, identified as a major factor right the pressure to publish in order to guarantee their jobs because they live in a scenario of constant dismissals. Concerning public institutions, the following of publication criteria are parameters for progress in the academic career, for the acquisition of scholarships and financial support for research, at the risk of losing credentials (Haven, Bouter, Smulders, & Tijdink, 2019). Kang and Sidhu (2015) point at the excessive workload as a source of stress and highlight the fact that the prerequisites for performance are becoming increasingly rigorous, increasing the demands over teaching and research for postgraduation teachers.
FINAL CONSIDERATIONS
Based on the interpretative analysis of the teachers’ reports, it was possible to get to know their experiences and feelings regarding occupational stressors and identify elements that characterize the differences between teaching levels. In the sense, it is important to suggest programs and actions in order to develop social and emotional competences as well as strategies for facing problems so that teachers can handle occupational stressors according to the presented reality. Organizational changes also must be in the schedules of educational administrators in order to eliminate or reduce stressors.
As limitations of the study, we can mention the participant selection bias, which implies an imprecision in the adequacy of the data obtained in terms of representativeness. In research works with online recruiting, it is easier for participants to refuse to answer or interrupt participation at any moment in comparison with data gathered on site.
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