Occupational stress, mental health, and gender among higher education teachers: an integrative review

Pinho, Paloma de Sousa; Freitas, Aline Macedo Carvalho; Patrão, Ana Luísa; Aquino, Estela M L

doi:10.1590/S0104-12902023210604pt

person Paloma de Sousa Pinho

conception and design of the work · analysis and discussion of the results · critical review of the content · approval of the final version of the manuscript before submission

schoolUniversidade Federal do Recôncavo da Bahia. Centro de Ciências da Saúde. Santo Antônio de Jesus, BA, Brasil. E-mail: paloma@ufrb.edu.br

0000-0001-6402-0869

person Aline Macedo Carvalho Freitas

data collection, analysis, and discussion · critical review of the content · approval of the final version of the manuscript before submission

schoolUniversidade Estadual de Feira de Santana. Departamento de Saúde. Feira de Santana, BA, Brasil. E-mail: amcfreitas@uefs.br

0000-0002-5696-9625

person Ana Luísa Patrão

conception and design of the work · analysis and discussion of the results · critical review of the content · approval of the final version of the manuscript before submission

schoolUniversidade do Porto, Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto. Centro de Psicologia da Universidade do Porto. Porto, Portugal. E-mail: analuisapatrao@fpce.up.pt

0000-0002-2027-5461

person Estela M L Aquino

conception and design of the work · analysis and discussion of the results · critical review of the content · approval of the final version of the manuscript before submission

schoolUniversidade Federal da Bahia. Instituto de Saúde Coletiva. Salvador, BA, Brasil. E-mail: estela@ufba.br

0000-0002-8204-1249

Correspondence Paloma de Sousa Pinho Núcleo de Saúde, Educação e Trabalho (NSET). Centro de Ciências da Saúde. Av. Carlos Amaral, 1015, Cajueiro. Santo Antônio de Jesus, BA, Brasil. CEP: 44430-622.

N	Authors/Reference	Year	Country of Origin	Study Population	Sense of Gender
1	Nascimento et al.,2018	2018	Brazil	48 health faculty members	Absent
2	Cladellas-Prós,Castelló-Tarrida e Parrado-Romero, 2018	2018	Spain	145 faculty members	Absent
3	Sousa et al., 2018	2018	Brazil	19 faculty members	Absent
4	Carlotto e Câmara, 2017	2017	Brazil	250 faculty members	Absent
5	Prado et al., 2017	2017	Brazil	72 health faculty members	Partial Sense
6	Nazari, H. et al., 2016	2016	Iran	111 faculty members	Absent
7	Colacion-Quiros eGemora, 2016	2016	Philippines	55 faculty members	Absent
8	Pu et al., 2017	2016	China	357 faculty members	Absent
9	Ferreira et al, 2015	2015	Brazil	175 health faculty members	Absent
10	Pan et al., 2015	2015	China	1210 faculty members from six universities	Absent
11	Kirchhof et al., 2015	2015	Brazil	107 health faculty members	Absent
12	Dalagasperina e Monteiro, 2014	2014	Brazil	202 faculty members	Absent
13	Rodríguez, Hinojosa; e Ramírez, 2014	2014	Mexico	59 faculty members	Absent
14	Kataoka et al., 2014	2014	Japan	405 faculty members	Partial Sense
15	Tavares et al., 2014	2014	Brazil	130 health faculty members	Absent
16	Shen et al., 2014	2014	China	1210 faculty members from six universities	Absent
17	Camargo et al., 2013	2013	Brazil	393 faculty members	Partial Sense
18	Costa et al., 2013	2013	Brazil	169 faculty members from seven institutions	Absent
19	Mascarenhas, Araújo e Santos, 2013	2013	Brazil	96 health faculty members	Partial Sense
20	Tavares et al., 2012	2012	Brazil	130 health faculty members	Absent
21	Caran et a., 2011	2011	Brazil	54 faculty members	Absent
22	Cladellas e Castelló, 2011	2011	Spain	172 faculty members	Partial Sense
23	Slišković; Maslić Seršić, 2011	2011	Croatia	1,168 faculty members	Partial Sense
24	Sun, Wu e Wang, 2011	2011	China	827 faculty members	Absent
25	Correa-Correa e Zambrano, Chaparro, 2010	2010	Colombia	44 faculty members	Absent
26	Zhong et al., 2009	2009	China	300 faculty members	Absent
27	Sousa e Mendonça, 2009	2009	Brazil	233 faculty members	Absent
28	Biron, Brun e Ivers, 2008	2008	Canada	1086 employees and 395 faculty members	Absent
29	Alpoz et al., 2008	2008	Türkiye	110 health faculty members	Partial Sense
30	Otero-López,Mariño e Bolaño, 2008	2008	Spain	813 faculty members	Absent
31	Schindler et al., 2006	2006	USA	56 academic doctors and 1,951 health faculty members	Partial Sense
32	Araújo et al., 2005	2005	Brazil	314 faculty members	Absent
33	Winefield e Jarrett., 2001	2001	Australia	2,040 employees (65.4% of faculty members)	Partial Sense
34	Leung, Siu e Spector, 2000	2000	Hong Kong	106 faculty members	Absent
35	Abouserie, 1996	1996	UK	414 faculty members	Partial Sense
36	Cooper e Kelly, 1993	1993	UK	2,638 management and 287 higher education faculty members	Partial Sense

Authors \| Year	NEW STUDIES
Nascimento et al., 2018
Cladellas-Prós, Castelló-Tarrida; Parrado-Romero, 2018
Sousa et al., 2018
Carlotto; Câmara, 2017
Nazari et al., 2016	- Studies with representative and heterogeneous samples in different regions of Brazil.
Pu; Ma; Sang, 2016	- Longitudinal studies.
Ferreira et al., 2015	- Comparative studies including faculty members from public and private universities.
Tavares et al., 2014	- Studies that address different domains (sociodemographic, work, risk behaviors).
Camargo et al., 2013	- Studies with analyses on risk management, impacts of changes in higher education teaching practice and precarious work.
Costa et al.,2013
Tavares et al.,2012
Biron; Brun; Ivers, 2008
Winefield; Jarrett, 2001
Authors \| Year	GAPS FOR DEBATE
Mascarenhas; Araújo; Santos, 2013 Dalagasperina; Monteiro, 2014	- Debate on aspects of teaching work and its effects on these workers’ health. - Debates involving different spheres (educational institution and community/educational institution and teachers/educational institution and students) for discussions on topics such as education, respect, citizenship, and the effects of stress.
Authors \| Year	UNIVERSITY MANAGEMENT
Colacion-Quiros; Gemora, 2016
Pan et al., 2015
Dalagasperina; Monteiro, 2014
Tavares et al., 2014
Shen et al., 2014
Camargo et al., 2013	- Use data produced in studies as important elements for university management, assuming new practices considering the public education system and the demands that are imposed on workers.
Costa et al., 2013	- University managers and union representatives make the mental health situation of faculty members visible
Shen et al., 2014	- Promote and take responsibility for appropriate intervention measures.
Camargo et al., 2013	- Provide greater support regarding administrative issues in private institutions and have a smaller number of students per class.
Costa et al., 2013	- Provide means to increase teacher satisfaction levels, both financially and academically
Mascarenhas; Araújo; Santos, 2013	- Offer special attention to aspects of voice use, body posture, mental exhaustion, infrastructure, process, and work organization.
Sun; Wu; Wang, 2011	- Adopt joint tasks between teachers, students, educational institution, family, and society in general.
Sousa; Mendonça, 2009
Biron; Brun; Ivers, 2008
Araújo et al., 2005
Leung; Siu; Spector, 2000
Cooper; Kelly, 1993
Authors \| Year	COPING STRATEGIES
Carlotto; Câmara, 2017	Preventive
Colacion-Quiros; Gemora, 2016	- Promotion of health in daily work with new means that provide a reduction in work stressors and promote well-being during the working day.
Nazari et al., 2016	- Implement measures to increase enthusiasm, resilience, optimism, and alleviate work tension.
Pan et al., 2015	Actions on Working Conditions
Kataoka et al., 2014	- Flexible working hours; recognize teaching contributions to the institution, invest in funding for research, provide opportunities for career progression, encourage the involvement of teachers in institutional decision-making, evaluate early signs of illness; consider control over work and psychological demands in the context of work stress; consider stressful life events.
Tavares et al., 2014	Trainings
Tavares et al., 2012	- In the areas of time management, development of interpersonal skills, use of more adaptive coping strategies, techniques to manage stress.
Caran et al., 2011	Social support
Zhong et al., 2009	- Ensure greater autonomy.
Sousa; Mendonça, 2009	- Bring individual goals closer to organizational ones in college teaching work.
Alpoz et al., 2008	- Invest in quality interpersonal relationships in the work environment.
Otero-López; Mariño; Bolaño, 2008	- Support younger teachers, as they were more likely to become mentally ill.
Schindler et al., 2006	- Stimulate social support networks (family and friends) and reinforce the belief in positivism (optimism).
Winefield; Jarrett, 2001	Health services
Abouserie, 1996	- Implement/maintain a health service committed to the health of the academic community.
Cooper; Kelly, 1993	- Provide medical and psychological support with counseling and support programs ensuring a productive and stable worker.