Impacto da COVID-19 na saúde mental dos docentes e desafios do ensino remoto de emergência

Abstract

COVID-19 has brought a new challenge: dealing with the immediate shift from the classical face-to-face approach to emergency remote teaching (ERT). It has had a relevant impact on the wellbeing and mental health of lecturers around the world, including an increased risk of burnout. A cross-sectional, quantitative, qualitative and analytical study was conducted using an online questionnaire which included participants' sociodemographic characterization, five open-ended questions focused on ERT, and instruments for mental health assessment (CBI for burnout, Resilience Scale, DASS for depression, anxiety and stress, and SWLS for the satisfaction of life). Our findings evidenced high personal burnout levels in 41.2% of participants, 37.3% for work-related burnout and 15.7% for student-related burnout. Satisfaction with life and sleep routine changes were determinants for all the burnout dimensions. Regarding ERT, pedagogical innovation opportunities were pointed out as the main advantages, practical lessons were the most impaired in this online process, followed by isolation and lack of social interaction. ERT is not an effective teaching method for every student in every learning context. Combining the advantages of online and traditional learning methods in a called blended learning, by close collaboration and communication between everyone involved, seems a good option to achieve better results.