Mental Health of University Faculty: A Systematic Literature Review
DOI:
https://doi.org/10.26512/lc30202450850Keywords:
Mental health, Teachers, SymptomsAbstract
This study investigated the mental health indicators of higher education teachers and evaluated their sociodemographic characteristics through a systematic literature review. This review was inspired by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Statement recommendations. Ten articles were selected. It was found that individuals of the female gender exhibited higher levels of depressive symptomatology compared to those of the male gender. It was observed that indicators of depressive symptomatology, stress, and anxiety are elevated in the population. Finally, in most of the studies, high rates of mental illness were found.
Downloads
References
Alencar, B. E. R., Gomes, R. C. N. T., Ferro, I. T., Viana, A. B., Grangeiro, G. R., & Pereira, C. T. F. (2022). Compreendendo o adoecimento mental pelo esgotamento profissional da Síndrome de Burnout: uma revisão integrativa Understanding Burnout Syndrome mental illness: an integrative. Brazilian Journal of Health Review, 5(1), 2642-2658. https://www.academia.edu/download/90079639/pdf.pdf
Areosa, J., & Queirós, C. (2020). Burnout: uma patologia social reconfigurada na era Covid-19? International Journal on Work Condition, (20), 71-90. https://doi.org/10.25762/abh3-qh73
Avilés, A. E. B., Alava, L. A. R., Urra, R. G., & Rivadeneira, M. R. E. L. (2020). Reacciones psicosomáticas producidas por el estrés y la salud mental de los docentes universitarios. Revista de Ciencias Humanísticas y Sociales (ReHuSo), 5(3), 18-30. https://doi.org/10.33936/rehuso.v5i3.2596
Campos, M. F., & Viegas, M. F. (2021). Saúde mental no trabalho docente: um estudo sobre autonomia, intensificação e sobrecarga. Cadernos de Pesquisa, 28(2), 417-437. https://doi.org/10.18764/2178-2229.v28n2.202132
Campos, T., Véras, R. M., & Araújo, T. M. (2020). Trabalho docente em universidades públicas brasileiras e adoecimento mental: uma revisão bibliográfica. Revista Docência do Ensino Superior, 10. https://doi.org/10.35699/2237
Coelho, E., da Silva, A., de Pellegrini, T., & Patias, N. (2021). Saúde mental docente e intervenções da Psicologia durante a pandemia. PSI UNISC, 5(2), 20-32. https://doi.org/10.17058/psiunisc.v5i2.16458
Coker, A. O., Coker, O. O., & Sanni, D. (2018). Psychometric properties of the 21-item depression anxiety stress scale (DASS-21). African Research Review, 12(2), 135-142. https://doi.org/10.4314/afrrev.v12i2.13
Costa, V. H. L. B., Borsa, J. C., & Damásio, B. F. (2020). Relações entre burnout, traços de personalidade e variáveis sociodemográficas em trabalhadores Brasileiros. Psico-USF, 25, 439-450. https://doi.org/10.1590/1413-82712020250304
Cuevas, G. M., Lozano, P. B., Dávila, H. P., Ramírez, L. M. G, & Cerda, P. A. G. (2023). Habilidades socioemocionales en la docencia universitaria. Em M. Sánchez Mendiola, A. M., P. Martínez Hernández, & R. Torres Carrasco (Eds.). Formación docente en las universidades (pp. 379-403). UNAM. https://cuaieed.unam.mx/publicaciones/libro-formacion-docente-universidades/pdf/eBook-PDF-Formacion-Docente-en-las-Universidades.pdf
Dias, L. B. (2021). O aparecer da liberdade no pensamento de Hannah Arendt. Perspectivas, 6(2), 228-244. https://doi.org/10.20873/rpv6n2-13
Docka-Filipek, D., & Stone, L. B. (2021). Twice a “housewife”: On academic precarity, “hysterical” women, faculty mental health, and service as gendered care work for the “university family” in pandemic times. Gender, Work & Organization, 28(6), 2158-2179. https://doi.org/10.1111/gwao.12723
Duckworth, A., & Yeager, D. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251. https://doi.org/10.3102/0013189X15584327
Fernandes, A. B. (2021). Natalidade e revolução em Hannah Arendt. Perspectivas, 6(2), 65-75. https://doi.org/10.20873/rpv6n2-04
Ferreira, R., Santos, D., Ferreira, T., Rocha, G., Jovania, E., & DoCarmo, A. (2021). Prevalência e fatores associados aos sintomas de depressão, ansiedade e estresse em professores universitários durante a pandemia da Covid-19. Jornal Brasileiro de Psiquiatria, 70, 283-292. https://doi.org/10.1590/0047-2085000000348
Freire, P. (2015). Educação como prática da liberdade. Editora Paz e Terra.
Galvão, M. C. B., & Ricarte, I. L. M. (2019). Revisão sistemática da literatura: conceituação, produção e publicação. Logeion: Filosofia da informação, 6(1), 57-73. https://doi.org/10.21728/logeion.2019v6n1.p57-73
Gardner, H. (2016). Estructuras de la mente: la teoría de las inteligencias múltiples. Fondo de cultura económica.
Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology, 58(3), 203. https://doi.org/10.1037/cap0000117
Guerra, J. B. A., Gonzalez, L. R., Vera, L.V. P., Zevallos, I. J. V., & Meza, L. F. V. (2021). Programa educativo para la prevencion del Sindrome de Burnout y Estres Laboral en docentes universitarios de la Universidad Tecnica de Manabi, Republica del Ecuador. Polo del Conocimiento: Revista cientifico-profesional, 6(11), 124-139. https://dialnet.unirioja.es/servlet/articulo?codigo=8219352
Heckman, J. & Kautz, T. (2012). Hard evidence on soft skills. National Bureau of Economic Research Working Paper. https://doi.org/10.3386/w18121
Kita, Y., Yasuda, S., & Gherghel, C. (2022). Online education and the mental health of faculty during the Covid-19 pandemic in Japan. Scientific reports, 12(1), 8990. https://www.nature.com/articles/s41598-022-12841-x
Lal, A., Tharyan, A., & Tharyan, P. (2020). The prevalence, determinants and the role of empathy and religious or spiritual beliefs on job stress, job satisfaction, coping, burnout, and mental health in medical and surgical faculty of a teaching hospital: A cross-sectional survey. La Revue de medecine interne, 41(4), 232-240. https://doi.org/10.1016/j.revmed.2019.12.005
Macías, I. U. J, Vázquez-González, G. C., Juárez-Hernández, L. G., & Bracamontes Ceballos, E. (2021). Inventario de habilidades socioemocionales y salud mental para profesores de educación superior: validez de contenido. Revista Fuentes, 23(2), 204-220. https://doi.org/10.12795/revistafuentes.2021.12052
Macías, I. U. J., Vázquez-González, G. C., Juárez-Hernández, L. G., & Bracamontes-Ceballos, E. (2023). Identificación de habilidades Socioemocionales y salud mental en profesores de Educación Superior: Validez de constructo. Revista San Gregorio, 1(53), 144-166. https://doi.org/10.36097/rsan.v0i53.2141
Melnyk, B. M., Hsieh, A. P., Tan, A., Gawlik, K. S., Hacker, E. D., Ferrell, D., & Badzek, L. (2021). The state of mental health and healthy lifestyle behaviors in nursing, medicine and health sciences faculty and students at Big 10 Universities with implications for action. Journal of professional nursing, 37(6), 1167-1174. https://doi.org/10.1016/j.profnurs.2021.10.007
Moura, J. S., Ribeiro, J. C. D. O. A., Neta, A. A. C. de., & Nunes, C. P. (2019). A precarização do trabalho docente e o adoecimento mental no contexto neoliberal. Revista Profissão Docente, 19(40). https://doi.org/10.31496/rpd.v19i40.1242
Nascimento, C. E. G. (2020). Fake news, mentira organizada e educação: uma reflexão a partir do pensamento de Hannah Arendt. Revista Docência e Cibercultura, 4(1), 243-263. https://doi.org/10.12957/redoc.2020.47553
Nascimento, E. M., Garcia, M. C., & Cornacchione, E. (2021). Accounting Faculty mental health: coping strategies against stress. Revista Contabilidade & Finanças, 33, 150-166. https://doi.org/10.1590/1808-057x202113960
Oliveira, D. B., Fortunato, I. R. S., & Abreu, W. F. (2022). Aproximações entre Paulo Freire e Theodor Adorno em torno da educação emancipatória. Educação e Pesquisa, 48, e239149. https://doi.org/10.1590/S1678-4634202248239149
Oliveira, E. C. D., & Santos, V. M. (2021). Adoecimento Mental em professores brasileiros. Anais do 10º Simpósio Internacional de Educação e Comunicação-SIMEDUC.
Organização Mundial da Saúde (OMS). (2019, outubro 3). Salud mental: un estado de bienestar. Organización Mundial de la Salud. https://www.who.int/es/news-room/facts-in-pictures/detail/mental-health
Organização para a Cooperação e Desenvolvimento Econômico (OCDE). (2015). Skills for Social Progress: The Power of Social and Emotional Skills. https://doi.org/10.1787/9789264226159-en
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. International journal of surgery, 88, 105906. https://doi.org/10.1016/j.ijsu.2021.105906
Pequeno, J. E. D. S. J. (2021). O Significado da ação política em Hannah Arendt. Perspectivas, 6(2), 176-189. https://doi.org/10.20873/rpv6n2-10
Ramesh, K. S. V., Swetha, P., Sruthima, N., KuMAR, P. M., KuMAR, C. N., Vivek, B., & Anusha, B. (2022). Mental Health Status of Dental Faculty, Students and their Parents during Covid-19 Pandemic in Southern India-A Cross-sectional Study. Journal of Clinical & Diagnostic Research, 16(2), ZC53-ZC57. https://doi.org/10.7860/JCDR/2022/49029.16035
Ramos, L. S., Monteiro, R. C., Spinola, M. L., de Cerqueira Pretti, P., Marvila, R. P. M., Pancieri, C., & Mantiolhe, T. D. S. O. (2020). O ambiente escolar incapaz de assegurar a saúde mental do professor: uma revisão literária. Revista Eletrônica Acervo Saúde, (49), e3416. https://doi.org/10.25248/reas.e3416.2020.
Saw, G. K., Chang, C. N., & Lin, S. (2023). Gender disparities in remote teaching readiness and mental health problems among university faculty during the Covid-19 pandemic. Educational and Developmental Psychologist, 40(1), 131-140. https://doi.org/10.1080/20590776.2022.2108697
Smith, J. M., Smith, J., McLuckie, A., Szeto, A. C., Choate, P., Birks, L. K., & Bright, K. S. (2022). Exploring Mental Health and Well-Being Among University Faculty Members: A Qualitative Study. Journal of Psychosocial Nursing and Mental Health Services, 60(11), 17-25. https://doi.org/10.3928/02793695-20220523-01
Tostes, M. V., Albuquerque, G. S. C. D., Silva, M. J. D. S., & Petterle, R. R. (2018). Sofrimento mental de professores do ensino público. Saúde em Debate, 42, 87-99. https://doi.org/10.1590/0103-1104201811607
Vazquez, A. C., Santos, A. S., Costa, P. V. da., de Freitas, C. P. P., De Witte, H., & Schaufeli, W. B. (2019). Trabalho e bem-estar: evidências da relação entre burnout e satisfação de vida. Avaliação Psicológica: Interamerican Journal of Psychological Assessment, 18(4), 372-381. http://doi.org/10.15689/ap.2019.1804.18917.05
Victor, S. E., Devendorf, A. R., Lewis, S. P., Rottenberg, J., Muehlenkamp, J. J., Stage, D. R. L., & Miller, R. H. (2022). Only human: Mental-health difficulties among clinical, counseling, and school psychology faculty and trainees. Perspectives on Psychological Science, 17(6), 1576-1590. https://doi.org/10.1177/17456916211071079
Vieira, I., & Russo, J. A. (2019). Burnout e estresse: entre medicalização e psicologização. Physis: Revista de Saúde Coletiva, 29, e290206. http://doi.org/10.1590/S0103-73312019290206
Wagner, M. F., Dalbosco, S. N. P., Heck, C., Wagner, T. F., & de Oliveira, C. R. (2021). Ansiedade social e comorbidades em professores do ensino superior. Revista Psicologia e Saúde, 13(4), 3-13. https://doi.org/10.20435/pssa.v13i4.1163
West, R. M. (2016). Should non-cognitive skills be included in school accountability systems? Preliminary evidence from California’s core Districts. Evidence Speaks Reports, 1(13). https://www.brookings.edu/wp-content/uploads/2016/07/EvidenceSpeaksWest031716.pdf
Zarezadeh, Y., Mohamadi-Bolbanabad, A., Safari, H., Azadnia, A., & Piroozi, B. (2020). The mental health status of faculty members and students as the contemporary and future health system providers. International Journal of Human Rights in Healthcare, 15(1), 31-40. https://doi.org/10.1108/IJHRH-05-2020-0028
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Fabio Gotz de Lima, Lívia Maria Vecchi, Luís Henrique Paloski
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree to the following terms:
-Authors maintains the copyright and grants the journal the right of first publication, the work being simultaneously licensed under the Creative Commons Attribution License which allows the sharing of the work with recognition of the authorship of the work and initial publication in this journal.
- Authors are authorized to enter into additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (eg publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
-Authorers are allowed and encouraged to publish and distribute their work online (eg in institutional repositories or on their personal page) at any point before or during the editorial process, as this can generate productive changes as well as increase the impact and the citation of published work (See The Effect of Free Access).