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Por forma a colmatar lacunas na literatura portuguesa em relação ao eustress e relação pedagógica, este estudo objetivou explorar a relação entre o eustress, burnout, relação pedagógica com professores de matemática que lecionam o 3º Ciclo do ensino básico, e rendimento académico das suas turmas.
Para tal, foi realizado um estudo quantitativo exploratório onde 36 professores de várias escolas responderam a um questionário que compreendia as dimensões sociodemográficas, do eustress, burnout, relação pedagógica e rendimento académico das suas respetivas turmas. A partir da recolha dos dados, foram feitos testes de associação entre as dimensões e comparação de grupos em função do género, burnout e rendimento académico.
A partir deste estudo verificou-se que os professores mais novos estão associados a maiores níveis de eustress e burnout, e que a exaustão emocional se encontra associada com menor interdependência entre alunos, o que por sua vez, está associada com menor rendimento académico. Atentando à comparação entre grupos, observou-se igualmente maior falta de realização profissional nas mulheres, menor interdependência entre alunos e negociação em professores que apresentem burnout. Por fim, não se verificaram correlações nem diferenças entre grupos em termos do eustress em função do burnout, ou do Burnout em função do rendimento académico.
On an effort to fill the gaps of the literature regarding eustress and pedagogical relationship, this study aims to explore the relationship between eustress, burnout, pedagogical relationship, and academic achievement, with 3rd Cycle math teacher, and their classes. Hence, a quantitative exploratory study was conducted, where 36 teachers from different schools answered a survey that comprised de socio-demographic aspects, eustress, burnout, pedagogical relationship, and academic achievement of their respective classes. Association and group comparison tests regarding gender, Burnout and academic achievement were made from the data that was colected The results showed that younger teachers are associated with higher levels of eustress and burnout, and that emocional exaustion is associated with less interdependence between studentes, which is associated with worse academic achievement. Regarding the groups comparison, it was equally showed that higher lack of professional achievement amongst women, and lower interdependence between students and negotiation amongst teachers with burnout. Lastly, no correlations or differences between groups were verified when in came to eustress regarding burnout or burnout regarding academic achievement.
On an effort to fill the gaps of the literature regarding eustress and pedagogical relationship, this study aims to explore the relationship between eustress, burnout, pedagogical relationship, and academic achievement, with 3rd Cycle math teacher, and their classes. Hence, a quantitative exploratory study was conducted, where 36 teachers from different schools answered a survey that comprised de socio-demographic aspects, eustress, burnout, pedagogical relationship, and academic achievement of their respective classes. Association and group comparison tests regarding gender, Burnout and academic achievement were made from the data that was colected The results showed that younger teachers are associated with higher levels of eustress and burnout, and that emocional exaustion is associated with less interdependence between studentes, which is associated with worse academic achievement. Regarding the groups comparison, it was equally showed that higher lack of professional achievement amongst women, and lower interdependence between students and negotiation amongst teachers with burnout. Lastly, no correlations or differences between groups were verified when in came to eustress regarding burnout or burnout regarding academic achievement.
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Palavras-chave
Eustress Burnout Relação pedagógica Rendimento académico Pedagogical relationship Academic achievement