Relação entre Transtornos Mentais Comuns e Características Docentes da Educação Básica: https://doi.org/10.5935/rpot/2023.2.24400

Lidiany Freire da Silva; Agostinha Mafalda Barra de Oliveira; Antonio Edson Oliveira Honorato; Alexandre José de Oliveira

Relationship Between Common Mental Disorders and Teaching Characteristics of Basic Education

https://doi.org/10.5935/rpot/2023.2.24400

Authors

Lidiany Freire da Silva Secretaria de Estado da Educação, da Cultura, do Esporte e do Lazer do Rio Grande do Norte (SEEC), Brasil https://orcid.org/0000-0001-5427-9957
Agostinha Mafalda Barra de Oliveira Federal University of the Semi-Arid Region (UFERSA), Brazil https://orcid.org/0000-0002-6055-1758
Antonio Edson Oliveira Honorato Federal University of Uberlândia, Brazil https://orcid.org/0000-0002-2521-8941
Alexandre José de Oliveira Federal University of the Semi-Arid Region (UFERSA), Brazil https://orcid.org/0009-0006-0284-2633

Abstract

The indication of common mental disorders (CMD) in teachers has been worrying. Its prevalence may be related to its characteristics. Based on the above, the objective of this study is to evaluate the relationship between CMD and sociodemographic and occupational characteristics of these professionals. This is a descriptive survey, with a cross-sectional survey and quantitative approach, conducted with 273 teachers from the state network of basic education in Rio Grande do Norte (RN), who answered the Sociodemographic and Occupational Questionnaire (QSDO) and the Self-Reporting Questionnaire-20 (SRQ-20). The results of the Chi-Square tests indicate a significant association of the variables sex and employment with the State, but not with the variables generation, marital status, number of work shifts, or teaching time. It is hoped that the results of this study will contribute to the understanding of the temporal dynamics of mental health in teaching, as well as its association with sociodemographic and occupational variables.

Keywords: common mental disorders, teachers, basic education.

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Published

2023-06-01

Issue

Vol. 23 No. 2 (2023): rPOT N2/2023

Section

Empirical Research Reports

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