Síndrome de Burnout, atividade física e fatores associados em professores da rede básica e superior de Macapá/AP

Abstract

The thesis aimed to investigate leisure-time and commuting physical activity among state and federal teachers and its associations with psychosocial, occupational (stress, anxiety, depression, Burnout Syndrome, sleep quality), and sociodemographic factors in the city of Macapá, Amapá, Brazil. The study employed a cross-sectional design and included 968 teachers (101 from the university and 867 from public schools).The thesis is composed of two articles developed from data collected in schools and at the Federal University of Amapá. Article 1 analyzed the prevalence of sufficient levels of leisuretime and commuting physical activity and their association with sociodemographic factors among teachers from the basic and higher education networks of Macapá, Amapá, Brazil. Descriptive, bivariate, and multivariable analyses were performed using Poisson regression. The prevalence of sufficient physical activity (≥150 min/week) was 57.23% (95% CI: 54.10–60.35) for leisure-time activity and 16.32% (95% CI: 13.99– 18.65) for commuting activity. Men were more active in both leisure and commuting domains compared to women. Teachers without children and those living in condominiums were more active during leisure time, whereas having three or more children was associated with lower physical activity levels. Teachers with a doctoral degree were more active across all domains. A positive association was observed between teachers who self-identified as Asian (yellow race/color) and higher levels of commuting physical activity. Overall, teachers demonstrated satisfactory levels of physical activity during leisure time; however, commuting activity remained low. Article 2 aimed to investigate the association between Burnout Syndrome (BS) as the outcome and exposures such as physical activity (PA), occupational, and psychosocial factors. The prevalence of BS among teachers, measured by the Maslach Burnout Inventory (MBI), was high: moderate/severe emotional exhaustion in 90.5%, depersonalization in 85.3%, and low professional accomplishment in 44.0%. Among psychosocial factors assessed by the DASS-21, high prevalences of anxiety (73.2%), depression (78.9%), and stress (83.5%) symptoms were observed, as well as strong associations between these symptoms and the BS dimensions. In multivariable analysis, BS showed higher prevalence among women, those with poor sleep quality, unsatisfactory work–life balance, and severe psychosocial symptoms. Poor sleep quality was consistently associated with all BS dimensions. In conclusion, Burnout Syndrome showed a high occurrence among teachers, being mainly associated with psychosocial, occupational, and demographic factors (female sex), while physical activity did not demonstrate a consistent protective effect among those affected by BS symptoms.