Effectiveness of yoga interventions on stress and anxiety levels of school teachers during COVID-19 era in Anand district, Gujarat

Background: During coronavirus outbreak, lockdown was implemented in India and online teaching was adopted as new teaching method. This shifting in teaching pattern may increase the burden on mental health of school teachers and cause various mental health issues. Therefore, this study was done to assess stress and anxiety levels of teachers and impact of yoga intervention on them. Methods: An interventional study was conducted with teachers of five English medium schools. Pre-test was done for the assessment of stress and anxiety by using Perceived Stress Scale (PSS) and Generalized Anxiety Disorder 7 (GAD-7) scale respectively. Yoga intervention was done virtually once a week for three months. Participants were asked to practice the yoga daily on their own. After three months, post-test was done using similar questionnaire. Results: A total of 136 teachers were enrolled in this study. On pre-test, moderate perceived stress was observed in 95 (69.9%) participants. 38 (27.9%) participants were having mild anxiety symptoms and 74 (54.5%) participants were having no anxiety symptoms. Pre PSS mean score was 17.28 (SD=5.90) and Post PSS mean score was 13.29 (SD=4.30). Pre GAD-7 mean score was 4.88 (SD=4.28) and Post GAD-7 mean score was 4.24 (SD=3.13). There were highly significant mean differences between pre-post comparison of PSS and GAD-7 (p<0.001). Conclusions: The study showed significant level of stress and anxiety among teachers. Yoga intervention of three months was effective in reducing stress and anxiety levels in teachers.

Voice Disorder, Job Stress, and COVID-19 in Teachers: Impacts in Times of Pandemic

Introduction: The conditions of teachers' work during the COVID-19 pandemic affected teachers' lives regarding voice disorder and stress, even in emergency remote classroom situation. Objective: To analyze the relationship between the presence of voice disorder, job stress, and COVID-19 in teachers when in emergency remote classroom teaching situation at the time of the pandemic. Method: This is a primary, exploratory, observational cross-sectional study with the use of survey forwarded online during the period of emergency classes after the arrival of COVID-19 pandemic in Brazil. The teachers answered the sociodemographic questions about the presence of COVID-19 and the following instruments: Condition of Vocal Production-Teacher [Condição de Produção Vocal - Professor (CPV-P)], Screening Index for Voice Disorder (SIVD), and Job Stress Scale (JSS). Results: Of the 118 teachers analyzed, 94.1% were female; the average age was 44 years. The SIVD recorded the presence of voice disorder in 66.9% of the participants. Regarding the JSS, which are the findings related to stress at work in the demand domain, the teachers showed high levels, a fact which presupposes the existence of pressure of psychological nature to perform their work. Conclusion: The teachers self-reported the presence of voice disorder even in remote class situation, on the occasion of COVID-19, which were more common in older teachers. When comparing the presence of voice disorders, coronavirus symptoms, and stress domains in relation to demand, control, and social support, there was no significance. It is hoped that this study will help to reflect on the need to improve teachers' working conditions, strengthening work-related voice disorder actions and guiding actions for vocal care and well-being.

Introducción: Las condiciones de trabajo de los profesores durante la pandemia de COVID-19 afectaron sus vidas en lo que respecta al trastorno de la voz y el estrés, incluso en situaciones de emergencia en aulas remotas. Objetivo: Analizar la relación entre la presencia de trastorno de la voz, estrés laboral y COVID-19 en profesores cuando se encontraban en situación de emergencia de enseñanza en aulas remotas en la época de la pandemia. Método: Se trata de un estudio primario, exploratorio, observacional de tipo transversal, con el uso de encuesta remitida online durante el periodo de clases de emergencia tras la llegada de la pandemia de COVID-19 en Brasil. Los profesores respondieron a las preguntas sociodemográficas sobre la presencia de COVID-19 y a los siguientes instrumentos: Condición de Producción Vocal-Profesor (CPV-P), Índice de Detección de los Trastornos de la Voz (SIVD) y Escala de Estrés Laboral (JSS). Resultados: De los 118 profesores analizados, el 94,1% eran mujeres; la mediana de edad era de 44 años. El (SIVD) registró la presencia de trastorno de la voz en el 66,9% de los participantes. En cuanto a la JSS, que son los hallazgos relacionados con el estrés laboral en el dominio de la demanda, los profesores mostraron niveles elevados, hecho que presupone la existencia de presiones de naturaleza psicológica para realizar su trabajo. Conclusión: Los profesores autoinformaron de la presencia de trastornos de la voz incluso en situación de clase a distancia, con ocasión del COVID-19, que fueron más frecuentes en los profesores de más edad. Al comparar la presencia de trastornos de la voz, los síntomas del coronavirus y los dominios de estrés en relación con la demanda, el control y el apoyo social, no hubo resultados significativos. Se espera que este estudio ayude a reflexionar sobre la necesidad de mejorar las condiciones de trabajo de los docentes, fortaleciendo las acciones de Trastorno de la voz relacionado con el trabajo (WRVD) y orientando acciones para el cuidado y bienestar vocal.

Factores asociados al liderazgo docente / Factors asociated to teacher leadership

Abstract: El liderazgo docente resulta ser una variable importante debido al papel que juega en la mejora de la calidad del profesorado y su relación positiva con los resultados escolares; sin embargo, en las realidades institucionales persisten situaciones que obstaculizan o desalientan al magisterio a asumir estos roles. El objetivo de la presente investigación fue el de describir cuáles son los factores que facilitan o inhiben el desarrollo del liderazgo docente en una escuela primaria de Mérida, Yucatán, México. Se siguió un estudio de caso con métodos mixtos. Para el análisis cualitativo, se trabajó con los datos recabados mediante las técnicas de observación participante y la entrevista semi-estructurada. Para el análisis de datos cuantitativos se utilizó la técnica de la administración de encuestas online, y se llevaron a cabo inferenciales no paramétricos: Ji cuadrada y prueba U de Mann Whitney. Se encontró que tener un liderazgo docente alto está relacionado positivamente con tener iniciativa para emprender proyectos innovadores escolares; a diferencia, el nivel bajo de liderazgo se asoció con la incomodidad con roles de liderazgo. Se detectaron diferencias en los resultados de las técnicas cualitativas y las cuantitativas. En el estudio cualitativo se obtuvo que ser docente de apoyo, la figura del director, el individualismo, la disponibilidad de tiempo, la carga administrativa, los grupos numerosos, entre otros, fueron categorías que pueden influir en el hecho de actuar o no con liderazgo. Es indispensable conocer todas las situaciones por la que atraviesan los profesores para poder tomar las decisiones de manera informada, así como encontrar las raíces reales de los problemas que están estrechamente relacionadas con las decisiones sobre po lítica pública.

Abstract: Teacher leadership is an important variable due to the role it plays in improving teacher quality and its positive relationship with school results. However, contextual situations exist within institutions that hinder or discourage teachers from assuming these roles. The objective of this research was to describe the characteristics and factors that foster or inhibit the development of teacher leadership in a primary school in Mérida, Yucatán. A case study with mixed methods was followed. For the qualitative phase data were collected employing participant observation and semi-structured interviews. For the quantitative phase of the study online surveys were administered and the following non-parametric inferential tests were carried out: chisquare and Mann-Whitney U test; Findings suggest that high levels of leadership are positively correlated to having the initiative to undertake innovative school projects. In contrast, low levels of leadership were associated to discomfort with leadership roles. Significant differences were identified in the results of the qualitative and quantitative phase. The qualitative phase revealed that being a support teacher, the principal's role, individualism, the availability of time, the administrative burden, large groups, among others, were categories that can influence teacher's intentions to act or not with leadership. It is essential to know the situations that all teachers go through in order to make decisions in an informed manner, as well as to find the real roots of the problems that are closely related to decisions on public policy.

Processo de ensino e aprendizagem no período de suspensão das aulas presenciais em virtude da pandemia de COVID-19: estudo com professores / Teaching and learning process in the suspension period of classes in virtue of the COVID-19 pandemy: study with teachers / Proceso de enseñanza y aprendizaje durante el período de suspensión de clases presencial por la pandemia del COVID-19: estudio con docentes

Introdução: Sabe-se que durante o período da pandemia do COVID-19, escolas e professores precisaram adaptar-se com alternativas para dar continuidade às aulas. Objetivo: Investigar estratégias e recursos pedagógicos de aprendizagem adotados por professores da rede pública e/ou privada de ensino, do interior de um estado brasileiro, durante o período de suspensão das aulas presenciais, em virtude da Pandemia de Covid-19 e seus efeitos para estudantes com e sem dificuldades de aprendizagem. Método: Aplicação de questionário on-line utilizando a ferramenta Google Forms para 37 professores atuantes do 1° ao 5° ano da rede pública e/ou privada no interior do estado, que tenham trabalhado remotamente durante a Pandemia no período de suspensão das aulas presenciais. Esse material continha questões de múltipla escolha e dissertativas e averiguava a forma de trabalho durante este período, as estratégias e os recursos adotados. Resultados: Os resultados mostraram que as estratégias mais utilizadas pelos professores foram uso de materiais impressos. Os professores relataram as dificuldades e os desafios em adotar o ensino remoto, referentes à desigualdade social dos alunos, a dificuldade de adaptação dos professores a esta forma de ensino e ao empenho restrito das famílias no processo de aprendizagem. Conclusão: foi possível verificar como ocorreu o processo de adaptação ao ensino remoto pelos professores. Verifica-se a necessidade de explorar o trabalho conjunto com a Fonoaudiologia, visando minimizar as dificuldades apresentadas pelos estudantes, o que auxiliaria no processo de ensino e aprendizagem dos alunos que, posteriormente, poderiam vir a ser futuros pacientes do setor de Fonoaudiologia. (AU)

Introduction: it is known that during the period of the COVID-19 pandemic, schools and teachers needed to adapt with alternatives to continue classes. Purpose: Investigate pedagogical learning strategies and resources adopted by teachers from public and/or private schools in the interior of a Brazilian state during the period of suspension of face-to-face classes, due to the Covid-19 Pandemic and its effects on students with and without learning difficulties. Method: This research included the application of an online questionnaire through Google Forms to 37 active teachers from the 1st to the 5th year of the public and/or private network at Brasilian state who have worked remotely during the Pandemic during the suspension period of in-person classes. This material contained multiple choice questions and essays, referring to the way of working during this period, strategies and resources adopted. Results: The results showed that the most used strategies by teachers were the use of printed materials. Teachers reported the difficulties and challenges in adopting remote teaching, referring to the social inequality of students, the limited commitment of families in the learning process and the difficulty of teachers to adapt to this form of teaching. Conclusion: Among 37 teachers who joined the study, it was possible to verify how the process of adaptation to remote teaching took place. There is a need to explore the joint work with Speech Therapy, aiming to minimize the difficulties presented by students. Such clarifications would help in the teaching and learning process of students who could later become future patients in the Speech Therapy sector. (AU)

Introducción: se sabe que durante el período de la pandemia del COVID-19, las escuelas y los docentes requirieron adaptarse con alternativas para continuar las clases. Objetivos: Investigar estrategias y recursos pedagógicos de aprendizaje adoptados por profesores de escuelas públicas y/o privadas del interior de un estado brasileño durante el período de suspensión de clases presenciales, debido a la Pandemia Covid-19 y sus efectos en estudiantes con y sin dificultades de aprendizaje. Método: Esta investigación implicó la aplicación de un cuestionario en línea a través de Formularios de Google a 37 docentes que laboran del 1° al 5° año de la red pública y/o privada del interior del estado, que habían trabajado de manera remota durante la Pandemia en el período de suspensión de clases presenciales. Este material contenía preguntas de selección múltiple y desarrollo, referentes a la forma de trabajar durante este período, las estrategias y los recursos adoptados. Resultados: Los resultados mostraron que las estrategias más utilizadas por los docentes fue el uso de materiales impresos. Los docentes relataron las dificultades y desafíos en la adopción de la enseñanza a distancia, refiriéndose a la desigualdad social de los estudiantes, el compromiso restringido de las familias en el proceso de aprendizaje y la dificultad de adaptación de los docentes a esta forma de enseñanza. Conclusión: Entre 37 docentes que se sumaron al estudio, fue posible verificar cómo ocurrió el proceso de adaptación a la enseñanza a distancia. Existe la necesidad de explorar el trabajo conjunto con la Logopedia, con el objetivo de minimizar las dificultades presentadas por los estudiantes. Tales aclaraciones ayudarían en el proceso de enseñanza y aprendizaje de los estudiantes que luego podrían convertirse en futuros pacientes del sector de Logopedia. (AU)

Food consumption and remote working conditions among Brazilian Primary Schools teachers during the COVID-19 pandemic / Consumo de alimentos y condiciones de trabajo remoto en maestros brasileños de básica durante la pandemia de COVID-19

Introduction: Teaching work, which is characterized by being exhausting, with a significant workload, with synchronous and/or asynchronous remote classes. Objective: To describe associations between the working conditions of school teachers at home and their food consumption during the suspension of face-to-face classes. Materials and methods: Cross-sectional study using a self-administered online questionnaire with 15,372 working teachers from Minas Gerais, Brazil. The dependent variables analyzed were the consumption of healthy and unhealthy foods. Independent variables included sociodemographic factors, remote work conditions, understanding of online technologies, computer access, and quality of Internet connection. The Poisson model with robust variance was used to determine the association between working conditions and food consumption. Results: In the analysis of the adjusted multivariate model, there was a significant association between eating habits and the following variables: gender, age, working hours (per week), feelings regarding teachers' work during the pandemic, working hours during the pandemic and quality work internet connection. Our data shows that teachers' remote working conditions are associated with worse food consumption. They also showed that working hours equal to or greater than 40 hours per week, feelings of dissatisfaction with working conditions during the pandemic, increased working hours during the pandemic and poor quality of internet connection were variables correlated with the consumption of unhealthy foods. Conclusions: Remote working conditions during the pandemic influenced primary school teachers' food choices. More studies are needed to delve deeper into issues related to teachers' working conditions and the implications for food choices(AU)

Introducción: La labor docente se caracteriza por ser agotadora, con una importante carga horaria, con clases remotas síncronas y/o asíncronas. Objetivo: Describir la asociación existente entre las condiciones del trabajo remoto de los docentes de la educación básica y el consumo de sus alimentos durante el período de suspensión de las clases presenciales. Métodos: Es un estudio transversal mediante cuestionario en línea autoadministrado con 15.372 docentes activos en Minas Gerais, Brasil. Las variables dependientes analizadas fueron el consumo de los alimentos saludables y de los no saludables. Las variables independientes incluyeron los factores sociodemográficos, las condiciones del trabajo remoto, la comprensión de las tecnologías en línea, el acceso a las computadoras así como la calidad de la conexión a la Internet. Se utilizó el modelo de Poisson con variación robusta para determinar la asociación entre las condiciones del trabajo y el consumo de los alimentos. Resultados: En el análisis del modelo multivariado ajustado hubo una asociación significativa entre los hábitos alimentarios y las siguientes variables: el género, la edad, la jornada laboral semanal, el sentimiento sobre el trabajo durante la pandemia, la jornada laboral durante la pandemia y la calidad de la conexión a la internet. Nuestros datos demuestran que las condiciones del trabajo remoto de los docentes están asociadas con un empeoramiento en el consumo de los alimentos. También mostraron que la jornada laboral igual o superior a unas 40 horas semanales, los sentimientos de insatisfacción con las condiciones laborales, el aumento de la jornada laboral y la mala calidad de la conexión a la Internet durante la pandemia fueron variables correlacionadas con el consumo de alimentos no saludables. Conclusiones: Las condiciones del trabajo remoto durante la pandemia influyeron en las elecciones alimentarias de los docentes de la educación básica. Se necesitan más estudios para profundizar en los aspectos relacionados con las condiciones laborales de los docentes y sus implicaciones en la elección de sus alimentos(AU)

Assessment of knowledge and decision-making regarding dental trauma among primary school teachers in south Bangalore- a cross-sectional survey

Background: Injury to primary and permanent dentitions is one of the most common dental problems seen in school going children. Teachers play an important role in prevention of dental trauma and immediate management of the injured tooth. Hence, the aimed of the study was to evaluate primary school teachers’ knowledge and decision making regarding dental trauma in South Bangalore, Karnataka. Methods: A cross-sectional survey was conducted among 400 primary school teachers in South Bangalore, using self-administered pretested questionnaire consisting 16 close-ended questions. Results: Among 400 primary school teachers, 212 participants could identify the damaged front teeth likely to be permanent teeth. Almost half of the participants would seek the dentists help immediately and only 74 respondents would not mind the delay of 30 minutes. Most of the respondents would clean the dirty tooth in tap water and only 16 respondents would use milk for transporting the avulsed tooth. A great majority of the respondents were satisfied with the knowledge on the management of dental trauma but most of them expressed desire for further knowledge. Conclusions: The research clearly revealed that majority of school teachers had very less knowledge related to handling of traumatic dental injuries. First aid training program with dental content and acquisition of dental injury management should be included in the curriculum of teachers training program.

Conhecimento, atitudes e práticas em primeiros socorros no ambiente escolar: uma revisão integrativa / Knowledge, attitudes and practices in first rescue in the school environment: an integrative review / Conocimientos, actitudes y prácticas de primeros auxilios en el entorno escolar: una revisión integradora

Conclusão: Constata-se que há desconhecimento sobre as ações necessárias no atendimento em primeiros socorros, o que impacta nas atitudes e práticas executadas, bem como no tratamento e prognóstico. Assim, intervenções educativas são estratégias que promovem o desenvolvimento de conhecimento, atitudes e práticas necessárias ao atendimento em primeiros socorros

Conclusion: It was observed that there is a lack of knowledge about the necessary actions in first aid care, which impacts the attitudes and practices performed, as well as the treatment and prognosis. Thus, educational interventions are strategies that promote the development of knowledge, attitudes and practices necessary for first aid

Conclusión: Se observó que existe un desconocimiento sobre las acciones necesarias en la atención de primeros auxilios, lo que repercute en las actitudes y prácticas realizadas, así como en el tratamiento y pronóstico. Así pues, las intervenciones educativas son estrategias que promueven el desarrollo de los conocimientos, las actitudes y las prácticas necesarias para la atención de primeros auxilios

Enfermedades de origen laboral en docentes escolares: una revisión sistemática / Occupational Diseases in School Teachers: A Systematic review

Introducción. La docencia es una de las principales profesiones vinculadas con el desarrollo de una sociedad; como cualquier labor, se encuentra expuesta a diferentes factores de riesgo que pueden generar una enfermedad de origen laboral. Objetivo. Identificar y caracterizar la literatura actual que presente las principales enfermedades de los docentes escolares como consecuencia de su trabajo y/o las condiciones laborales. Materiales y Métodos. Revisión sistemática con búsqueda en las bases de datos Academic Search Complete (EBSCOHOST), APA - PSYCNET, ERIC (Education Resources Information Center), MEDLINE (PubMed), SCOPUS y Open Grey. Se realiza selección pareada independiente bajo criterios de inclusión y análisis de forma narrativa, incluyendo generalidades, información de la enfermedad y desenlaces en docentes. Resultados. Se incluyeron 47 estudios, de los cuales el 25,5 % fueron publicados en 2015; Brasil fue el país con mayor aporte temático. La mayoría de los estudios agrupó a los docentes escolares sin distinción de su ciclo (primaria, bachillerato y media). Las principales enfermedades identificadas fueron trastornos de la voz 51,1 %, musculoesqueléticos 23,4 % y psicosociales 21,3 %. Adicionalmente, se identificó que al menos el 50 % de los reportes por país estuvieron relacionados con trastornos de la voz; Brasil e India fueron los países de mayor representatividad. Conclusiones. Las principales enfermedades laborales docentes fueron las relacionadas con trastornos de la voz, musculoesqueléticos y psicosociales; a su vez, estas se relacionan con riesgos físicos, condiciones de seguridad, riesgos biomecánicos y psicosociales en el contexto escolar.

Introduction. Teaching is one of the main professions linked to the development of a society, and like any other labor it is exposed to different risk factors that can generate an occupational disease. Objective. To identify and characterize the current literature on the main illnesses suffered by schoolteachers as a result of their work and/or working conditions. Methodology. Systematic review with search in the databases Academic Search Complete (EBSCOHOST), APA - PSYCNET, ERIC (Education Resources Information Center), MEDLINE (PubMed), SCOPUS and Open Grey. We performed independent paired selection under inclusion criteria and narrative analysis including generalities, disease information and outcomes in teachers. Results. Forty-seven studies were included, 25.5% of which were published in 2015, and Brazil was the country with the largest thematic contribution. Most of the studies grouped schoolteachers regardless of their cycle (primary, secondary and high school). The main illnesses identified were voice disorders 51.1%, musculoskeletal disorders 23.4% and psychosocial disorders 21.3%. In addition, it was found that at least 50% of the reports per country were related to voice disorders, with Brazil and India being the most representative. Conclusions. The main occupational illnesses identified were related to voice, musculoskeletal and psychosocial disorders; these in turn are related to physical, safety, biomechanical and psychosocial risks in the school context.

Violência doméstica em professores da rede pública estadual durante a pandemia da COVID-19 / Domestic violence in state public school teachers during the COVID-19 pandemics

RESUMO Objetivo: Analisar os fatores associados ao aumento da violência doméstica entre professores no período inicial na pandemia. Métodos: Estudo transversal e analítico, do tipo websurvey , realizado com professores da educação básica pública de Minas Gerais, Brasil. A coleta de dados ocorreu de agosto a setembro de 2020, via formulário digital. A variável dependente foi o autorrelato da violência doméstica. Utilizou-se a Regressão de Poisson. Resultados: Participaram do estudo 539 professores em situação de violência doméstica na pandemia, dos quais 6,3% (n = 34) diminuíram um pouco e muito, 58,3% (n = 314) permaneceram o mesmo e 35,4% (n = 191) aumentaram um pouco e muito. Na análise ajustada, observou-se maior prevalência do aumento da violência doméstica entre os professores que referiram dificuldade com o trabalho docente (RP = 1,38; IC95% 1,01;1,89); com adesão total ao distanciamento social (RP = 1,33; IC95% 1,01;1,76); piora no estado de saúde (RP = 1,70; IC95% 1,23;2,36) e que se sentiram tristes ou deprimidos muitas vezes ou sempre (RP = 1,57; IC95% 1,15;2,16). Conclusão: O aumento da violência doméstica da pandemia em professores foi associado a características laborais e condições de saúde mental.

ABSTRACT Objective: To analyze the factors associated with the increase in domestic violence among teachers in the initial period of the pandemic. Methods: Cross-sectional and analytical study, of the websurvey type, carried out with teachers of public basic education in Minas Gerais, Brazil. Data collection took place from August to September 2020, via a digital form. The dependent variable was self-reported domestic violence. Poisson regression was used. Results: 539 teachers participated in the study in situations of domestic violence in the pandemic, of which 6.3% (n = 34) decreased a little and a lot, 58.3% (n = 314) remained the same and 35.4% (n = 191) increased a little and a lot. In the adjusted analysis, a higher prevalence of increased domestic violence was observed among teachers who reported difficulty with teaching work (PR = 1.38; 95%CI 1.01;1.89); with full adherence to social distancing (PR = 1.33; 95%CI 1.01;1.76); worsening of health status (PR = 1.70; 95%CI 1.23;2.36) and in teachers who felt sad or depressed many times or always (PR = 1.57; 95%CI 1.15;2.16). Conclusion: The increase in domestic violence of the pandemic in teachers was associated with work characteristics and mental health conditions.

PERCEIVED SOCIAL SUPPORT IN RELATION TO QUALITY OF LIFE AMONG SCHOOL TEACHERS

The purpose of this study is to examine the relationship of various levels of social support with quality of life (QOL) among school teachers in Kashmir. It has been found that social support and its three dimensions namely support from significant others; support from family and support from friends had a positive significant relationship with quality of life and its four dimensions. Understanding the relationship between perceived social support and QOL in teachers may provide guidance to the healthcare providers, family members and social services about the importance of social support to the nation builders of the society.

Influence of work, home and lifestyle related factors during COVID-19 lockdown on presentation of pain and functional status among school teachers with chroni non specific low back pain – An Online Survey

Introduction: Large numbers of teachers are affected by Low Back Pain (LBP) and often report limitations in performing daily activities. The prevalence of LBP was high in the population that was confined to their houses due to COVID-19 lockdown.Objective: To study the Influence of Work, Home and Lifestyle related factors during COVID-19 lockdown on presentation of pain and functional status among school teachers with chronic nonspecific LBP.Methods: A total of 229 school teachers residing in India participated in the study. A self-administered, structured questionnaire, composed of 18 questions including various domains of life was administered; along with 13 activities of daily living and a scale to rate the difficulty level while performing.Results: Among work related activities: Prolonged sitting (p = 0.022), Gadget use (p=0.058), Twisting and turning (p = 0.035) and walking (0.036); whereas, among Home related activities: Lifting and carrying (p = 0.060) and House chores (p = 0.036) had an influence on pain. Body mass index (p=0.005) and emotional status (p=0.01) had significant correlation with intensity of pain. The most difficulty was reported in performing prolonged sitting activity.Conclusion: Covid-19 lockdown had a significant influence on work and home-related activities and lifestyle of Indian school teachers which ultimately had an effect on LBP and functional status.

Calidad de sueño en docentes en una institución educativa durante la emergencia sanitaria COVID-19, Perú, 2021

Objetivo: La pandemia del COVID-19 afectó la calidad de vida de la población a nivel mundial. Los países tomaron varias medidas de protección para evitar el contagio como el aislamiento social, el teletrabajo y la educación a distancia. A medida que las escuelas cerraron, los maestros se encargaron principalmente de la enseñanza en línea. El objetivo principal fue determinar la calidad de sueño en los docentes de una institución educativa pública en el distrito de Máncora, Perú, durante el aislamiento social en pandemia por COVID-19. Materiales y métodos: Estudio observacional, transversal y prospectivo. Se usó el cuestionario de Índice de Calidad de Sueño de Pittsburgh en 59 docentes de los niveles educativos inicial, primario y secundario que utilizaron la modalidad de educación a distancia de marzo a diciembre del 2021. Resultados: La edad promedio fue 44,3 ± 8,89 años. Las mujeres fueron 64,4 %; los docentes con especialidad, es decir, el área que enseñaba el docente, 55,9 %. Los de nivel secundario fueron el 55,9 %; el nivel primario, 30,5 %, y el nivel inicial, 13,6 %. Los parámetros de calidad de sueño afectados fueron los siguientes: 69,5 % presentaron mala calidad de sueño; 67,8 %, inadecuada latencia de sueño, y 61,00 %, duración de sueño menor de 5 horas. El 27,1 % presentó eficiencia habitual del sueño menor al 65 % y 49,2 % reportó perturbaciones del sueño. Asimismo, 50,8 % usaron medicación hipnótica más de una vez a la semana. Por último, el 39 % presentó severa disfunción diurna. Se encontró asociación entre la calidad de sueño con los componentes calidad subjetiva del sueño, latencia de sueño, duración del sueño, eficiencia habitual del sueño y disfunción diurna. No hubo asociación con el sexo, nivel educativo y especialidad docente. Conclusiones: Los docentes de una institución educativa en Máncora presentaron alta prevalencia de mala calidad de sueño y los componentes más afectados fueron latencia de sueño, disfunción diurna y perturbaciones del sueño.

Objective: The COVID-19 pandemic affected the quality of life of the population worldwide. The countries took several protective measures to avoid contagion, including social isolation, teleworking and distance education. As schools closed, teachers took over primarily online teaching. The study main objective was to determine the sleep quality among teachers of a public educational institution in the district of Máncora, Peru, during the COVID-19 pandemic social isolation. Materials and methods: An observational, cross-sectional and prospective study. The Pittsburgh Sleep Quality Index was used to assess 59 preschool, primary and secondary school teachers who taught through distance education from March to December 2021. Results: The average age was 44.3 ± 8.89 years. Women accounted for 64.4 %, specialist teachers-i.e., those who have expertise in a particular field-55.9 %, secondary school teachers 55.9 %, primary school teachers 30.5 % and preschool teachers 13.6 %. The affected sleep quality parameters were the following: 69.5 % had poor sleep quality, 67.8 % inadequate sleep latency, 61 % sleep duration of less than five hours, 27.1 % habitual sleep efficiency of less than 65 % and 49.2 % sleep disturbances. Moreover, 50.8 % reported using a sleeping medication more than once a week and 39 % severe daytime dysfunction. There was an association between sleep quality and the components subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency and daytime dysfunction. Nonetheless, there was no association with sex, educational level and teaching specialty. Conclusions: Teachers of an educational institution in Máncora had a high prevalence of poor sleep quality and the most affected components were sleep latency, daytime dysfunction and sleep disturbances.

Autoavaliação de saúde e fatores relacionados ao trabalho dos professores da educação básica no Brasil / Self-rated health and factors related to the work of basic education's teachers in Brazil

Resumo O objetivo deste artigo é analisar a associação entre a autoavaliação de saúde dos professores e as condições que eles encontram para trabalhar nas escolas da Educação Básica no Brasil. Estudo transversal, realizado entre 2015 e 2016, representativo dos professores da Educação Básica do País, cuja variável desfecho foi a autoavaliação de saúde (AAS). As variáveis explicativas foram as características relacionadas ao trabalho. Para avaliar os fatores associados à AAS foi utilizado o Modelo de Regressão Logística de Chances Proporcionais. A prevalência de AAS ruim foi de 27%. A probabilidade de pior AAS foi significativamente maior para o grupo que informou episódios de violência verbal (OR=1,26; IC95% 1,09-1,44), pressão laboral (OR=1,18; IC95% 1,04-1,33), e deslocamento para escola superior a 50 minutos (OR=1,19; IC95% 1,03-1,38). A probabilidade de pior AAS foi significativamente menor para aqueles que relataram dispor de tempo suficiente para cumprir suas tarefas (OR=0,77; IC95% 0,64-0,92), apoio social (OR=0,79; IC95% 0,69-0,89) e satisfação com o próprio trabalho (OR=0,79; IC95% 0,69-0,91). Ações sobre o ambiente e a organização escolar e melhorias no transporte dos professores para o trabalho são desejáveis.

Abstract The scope of this article is to analyze the association between teachers' self-rated health and the conditions in which they work in Basic Education schools in Brazil. It involved a cross-sectional study, carried out between 2015 and 2016, representative of Basic Education teachers in the country, the outcome variable of which was self-rated health (SRH). The explanatory variables were the work-related characteristics. To assess the factors associated with SRH, the Proportional Odds Logistic Regression Model was used. The prevalence of poor SRH was 27%. The probability of poor SRH was significantly higher for the group that reported episodes of verbal violence (OR=1.26; 95%CI 1.09-1.44), work pressure (OR=1.18; 95%CI 1, 04-1.33), and a commute to school of more than 50 minutes (OR=1.19; 95%CI 1.03-1.38). The probability of poor SRH was significantly better for those who reported having enough time to complete their tasks (OR=0.77; 95%CI 0.64-0.92), social support (OR=0.79; 95%CI 0.69-0.89) and satisfaction with their workload (OR=0.79; 95%CI 0.69-0.91). Actions on the school environment and organization and improvements in the transport of teachers to work are desirable.

Afastamento do trabalho por distúrbios musculoesqueléticos entre os professores da educação básica no Brasil / Work absence due to musculoskeletal disorders among basic education teachers in Brazil

Resumo Objetivo: investigar fatores associados ao afastamento do trabalho por distúrbios musculoesqueléticos entre professores e professoras da educação básica brasileira. Métodos: estudo transversal com amostra probabilística e representativa das grandes regiões do Brasil. Por meio de entrevistas realizadas por telefone, foi aplicado questionário para coleta de informações sociodemográficas, sobre estado de saúde, afastamentos do trabalho e características do trabalho docente. Empregou-se regressão de Poisson com variância robusta, para estimar razões de prevalência (RP) e intervalos de confiança de 95% (IC95%). Resultados: entre os 6.510 professores participantes (63,2% do sexo feminino), a prevalência de afastamento por distúrbios musculoesqueléticos foi de 14,7%, sendo 16,5% para o sexo feminino e 11,7% para o masculino. Os resultados indicaram associação entre afastamento e indisciplina em sala de aula (feminino = RP: 1,36; IC95%: 1,11;1,67; masculino = RP: 1,35; IC95%: 1,02;1,78), violência verbal praticada por estudantes (feminino = RP: 1,16; IC95%: 1,01;1,35; masculino = RP: 1,54; IC95%: 1,22;1,95) e alta exigência das tarefas profissionais (feminino = RP: 1,17; IC95%: 1,01;1,36; masculino = RP: 1,27; IC95%: 1,01;1,60). Conclusão: os fatores associados aos afastamentos do trabalho por distúrbios musculoesqueléticos estão relacionados à exposição dos professores, de ambos os sexos, à sobrecarga de trabalho e a ambientes escolares estressantes.

Abstract Objective: to investigate factors associated with work absence due to musculoskeletal disorders among teachers of Brazilian basic education. Methods: a cross-sectional study, which used a probabilistic and representative sample of the major regions of Brazil. Through telephone interviews, a questionnaire was applied to collect socio-demographic information on health status, work absences, and characteristics of teaching work. Poisson regression with robust variance was used to estimate prevalence ratios (PR) and 95% confidence intervals (95%CI). Results: among the 6,510 participating teachers (63.2% female), the prevalence of leave due to musculoskeletal disorders was 14.7% (16.5% among women and 11.7% among men). The results indicated an association between absence and indiscipline in the classroom (female = PR: 1.36; 95%CI: 1.11;1.67; male = PR: 1.35; 95%CI: 1.02;1.78 ), verbal violence committed by students (female = PR: 1.16; 95%CI: 1.01;1.35; male = PR: 1.54; 95%CI: 1.22;1.95) and high professional tasks demands (female = PR: 1.17; 95%CI: 1.01;1.36; male = PR: 1.27; 95%CI: 1.01;1.60). Conclusion: the factors associated with work absences due to musculoskeletal disorders are related to teachers' exposure to work overload and stressful school environments.

Habilidades sociais e sintomas psicopatológicos em professores do Ensino Fundamental / Social skills and psychopathological symptoms in fundamental education teachers / Habilidades sociales y síntomas psicopatológicos en maestros de Educación Básica

Habilidades Sociais (HS) são comportamentos socialmente adequados, fundamentais à docência e à saúde mental. O estudo, quantitativo transversal, objetivou avaliar e verificar a relação entre HS e sintomas depressivos, de ansiedade, estresse e ansiedade social em 94 professores municipais do Ensino Fundamental (M = 43,12 anos; DP = 9,12). Utilizou-se o IHS2-Del-Prette, o CASO e a DASS-21. Da amostra, 63% (n = 59) apresentaram repertório de HS médio e altamente elaborado, 70% (n = 66) sem ansiedade social; 2% e 5% com sintomas depressivos e de ansiedade moderados ou severos. Conversação assertiva e HS em geral associaram-se negativamente com depressão, ansiedade, estresse e ansiedade social. Abordagem afetivo-sexual, expressão de sentimento positivo e autocontrole e enfrentamento associaram-se negativamente com ansiedade social. Desenvoltura social associou-se negativamente aos sintomas depressivos. Concluiu-se que os participantes possuíam HS satisfatórias, sintomas mínimos depressivos, de ansiedade e de estresse, e poucos sintomas de ansiedade social; quanto mais HS, menos sintomas psicopatológicos

Social Skills (SS) are socially appropriate behaviors undamental to teaching and mental health. This cross-sectional quantitative study aimed to evaluate and verify the relationship between SS and depressive, anxiety, stress and social anxiety symptoms in 94 municipal elementary school teachers (M = 43.12 years; SD = 9.12). The IHS2-Del-Prette, the CASE and the DASS-21 were used. Of the sample, 63% (n = 59) had medium and highly elaborate HS repertoire, 70% (n = 66) without social anxiety; 2% and 5% with moderate or severe depressive and anxiety symptoms. Assertive conversation and HS were negatively associated with depression, anxiety, stress and social anxiety. Affective-sexual approach, Expression of positive feeling and Self-control and coping were negatively associated with social anxiety. Social resourcefulness was negatively associated with depressive symptoms. It was concluded that participants had satisfactory HS, minimal symptoms of depression, anxiety and stress, and few symptoms of social anxiety; the more HS, the less psychopathological symptoms

Habilidades Sociales (HS) son comportamientos socialmente apropiados fundamentales para enseñanza y salud mental. Este estudio cuantitativo transversal intentó evaluar y verificar la relación entre HS y síntomas depresivos, ansiedad, estrés y ansiedad social en 94 docentes de escuelas primarias municipales (M = 43,12 años; DT = 9,12). Se utilizaron el IHS2-Del-Prette, CASO y DASS-21. De la muestra, 63% (n = 59) tenían repertorio de HS medio y muy elaborado, 70% (n = 66) sin ansiedad social; 2% y 5% con síntomas depresivos y de ansiedad moderados o severos. Conversación asertiva y HS se asociaron negativamente con depresión, ansiedad, estrés y ansiedad social. Enfoque afectivo-sexual, expresión de sentimiento positivo y autocontrol y afrontamiento se asociaron negativamente con ansiedad social. Ingenio social se asoció negativamente con síntomas depresivos. Participantes presentaron HS satisfactorias, sintomas mínimos de depresión, ansiedad y estrés, y pocos síntomas de ansiedad social; cuanto más HS, menos síntomas psicopatológicos

Análise posturográfica em professores da rede estadual de ensino com diferentes níveis de atividade física habitual / Posturographic analysis of schoolteachers with different levels of habitual physical activity

RESUMO Objetivo comparar parâmetros do controle postural em professores da rede estadual de ensino com diferentes níveis de atividade física habitual. Métodos participaram 50 professores (48,1±9 anos) que foram avaliados em plataforma de força, na posição bipodal, olhos abertos, em superfícies rígida e instável. O Questionário Internacional de Atividade Física (versão curta) foi utilizado para categorizar o nível de atividade física em baixo, moderado e alto. O nível de atividade física também foi dicotomizado em grupos de mais ativos (G1) e menos ativos (G2). O estudo realizou análise de subgrupos para gênero e faixa etária e aplicou a estatística não paramétrica. Resultados os dados demonstraram que o grupo G2, as mulheres menos ativas e os indivíduos menos ativos na faixa etária de 49 a 60 anos apresentaram piores resultados na velocidade na direção anteroposterior, na condição de superfície instável e na diferença das médias entre a superfície rígida e a instável. Conclusão o grupo menos ativo, as professoras menos ativas e os participantes menos ativos na faixa etária de 49 a 60 anos apresentaram piores resultados na velocidade na direção anteroposterior.

ABSTRACT Objective to compare parameters of postural control in teachers of state education network with different levels of habitual physical activity. Methods 50 teachers (48.1 ± 9 years) participated and were evaluated on a force platform, in a bipedal position, eyes open, on surfaces rigid and unstable. The International Physical Activity Questionnaire (version abbreviated) was used to categorize the level of physical activity into low, moderate and high. The level of physical activity was also divided into groups of more active (G1) and less active (G2). The study carried out an analysis of subgroups by gender and age range and applied non-parametric statistics. Results the data showed that the G2 group, the less active women and the less active individuals in the age group of 49 to 60 years presented worse results in speed in the anteroposterior direction, in the condition of unstable surface and the difference in means between the rigid surface and the unstable. Conclusion the less active group, the less active teachers and less active participants in the 49-60 age group had worse results in velocity in the anteroposterior direction.

Prevalência de problemas vocais entre professores da educação básica e sua relação com o nível de atividade física / Prevalence of vocal problems among teachers of primary education and its relationship with the level of physical activity

Resumo Introdução A atividade física é benéfica para a manutenção da saúde, qualidade de vida, bem-estar físico e psicológico. No entanto, ainda são poucos os estudos que abordam a prática de atividade física e os problemas vocais. Objetivo Verificar a prevalência de problemas vocais e sua associação com o nível de atividade física em professores de escolas públicas da educação básica. Método Estudo transversal analítico com amostra probabilística por conglomerado em estágio único composta de 634 professores. A variável dependente referiu-se à existência de problemas vocais (quatro ou mais sinais/sintomas). As variáveis independentes foram relacionadas aos aspectos sociodemográficos, ocupacionais, hábitos de vida e saúde, consideradas na modelagem como fatores de ajuste. O nível de atividade física foi mensurado pelo International Physical Activity Questionnaire - IPAQ (versão curta). Procedeu-se à análise descritiva, bivariada e múltipla (Regressão de Poisson). Resultados Houve alta prevalência de sinais/sintomas vocais (79,2%), bem como daqueles com quatro ou mais sinais/sintomas, denominados de problemas vocais (27,3%). No modelo final ajustado, a prevalência de problemas vocais foi maior entre professores do sexo feminino (RP=1,9), com maior tempo de docência (RP=1,3), com qualidade de vida insatisfatória no domínio físico (RP=1,9) e no domínio psicológico (1,4) e entre os professores sedentários/insuficientemente ativos (RP=1,3). Conclusão A prática de atividade física mostrou relação com a saúde vocal mesmo após controle por outras variáveis, o que enfatiza a necessidade de conscientização e estímulo aos professores quanto à prática de atividade física.

Abstract Background Physical activity is beneficial for maintaining health, quality of life, physical and psychological well-being. However, there are still few studies that have the practice of physical activity and vocal problems. Objective To identify the prevalence of vocal problems and their association with the level of physical activity in public elementary school teachers. Method A cross-sectional analytical study with a probabilistic sample of a single-stage conglomerate composed of 634 teachers was carried out. The dependent variable was the existence of vocal issues (four or more signs/symptoms). The independent variables were related to sociodemographic, occupational, and life and health aspects, and they were considered in the modeling as adjustment factors. The level of physical activity was measured by the International Physical Activity Questionnaire - IPAQ (short version). Descriptive, bivariate, and multiple analyzes were performed (Poisson Regression). Results There was a high prevalence of vocal signs/symptoms (79.2%), as well as those with four or more signs/symptoms, called vocal problems (27.3%). In the adjusted final model, the prevalence of vocal problems was higher among female teachers (PR = 1.9), with a longer teaching period (PR = 1.3), with poor quality of life in the physical domain (PR = 1.9) and in the psychological domain (1.4), and among sedentary/insufficiently active teachers (PR = 1.3). Conclusion The practice of physical activity showed a relationship with vocal health even after controlling the other variables, which emphasizes the need for teacher awareness and encouragement regarding the practice of physical activity.

Profesores delante del comportamiento suicida de alumnos adolescentes: percepciones e intervenciones / Professores diante do comportamento suicida de alunos adolescentes: percepções e intervenções / Teachers facing the suicidal behavior among adolescent students: perceptions and interventions

Esta pesquisa buscou analisar intervenções de professores do Ensino Médio integrado ao perceberem o comportamento suicida em alunos. Para tanto, desenvolveu-se uma pesquisa de campo, de abordagem qualitativa e natureza aplicada com 12 professores efetivos de uma instituição federal de ensino. Os dados foram coletados por formulário eletrônico (Google Forms) e analisados por meio da análise de conteúdo. Os achados revelaram que os docentes têm uma visão superficial acerca do suicídio e dificuldades em manejar o comportamento suicida de seus alunos e, quando o fazem, tomam como base valores e experiências pessoais; hesitação e insegurança marcam as condutas dos docentes. O estudo realça a necessidade de a escola se tornar um espaço de diálogo e formação docente acerca do comportamento suicida.

En esta investigación se buscó analizar intervenciones de profesores de la enseñanza secundaria integrada al percibir el comportamiento suicida en alumnus. Para tanto, se desarrolló una investigación de cmapo, de abordaje cualitativa y naturaleza aplicada con 12 profesores efectivos de una institución federal de enseñanza. Los datos se recompilaron por formulario electrónico (Google Forms) y analizados através del análisis de contenido. Los hallazgos apuntaron que los docents tienen una visión superficial acerca del suicidio y dificultades en manejar el comportamiento suicida de sus almnos; cuando lo hacen, toman como base valores y experiencias personales; hesitación e inseguridad marcan las condutas de los docents. El studio pone de relieve la necesidad de la escuela volverse espacio de diálogo y formación docente acerca del comportamiento suicida.

This research sought to analyze the interventions of integrated high school teachers when they perceived suicidal behavior in students. Therefore, a field research was developed, with a qualitative approach and applied nature, with 12 permanent professors from a federal educational institution. Data were collected using an electronic form (Google Forms) and analyzed through content analysis. The findings revealed that teachers have a superficial view of suicide and difficulties in managing their students' suicidal behavior; when they do so, they are based on personal values and experiences; hesitation and insecurity mark the conduct of professors. The study highlights the need for the school to become a space for dialogue and teacher training on suicidal behavior.

Changes in the methodology of medical teaching due to the COVID-19 pandemic

ABSTRACT Objective To evaluate the perceptions of students and teachers regarding remote teaching modality in comparison with the traditional face-to-face method. Methods In this observational, retrospective, comparative, single-center study, questionnaires containing three major assessment domains were sent to two groups: university professors and undergraduate and graduate students. The first domain collected demographic and general data on the platforms used. The second and third domains contained questions that compared the perception of the quality of information offered by the two systems. Results Between May and September 2020, 162 students and 71 teachers participated in the study. A greater proportion of students demonstrated previous contact with the online method, while professors had presented a greater number of courses. Most participants reported that their expectations regarding the remote teaching method were met (students, 80.3%; teachers, 94.4%). A significant number of students (83.3%) and teachers (88.7%) rated the classes as easier to attend and manage. Despite difficulties, such as concentration retention, most of the participants agree (at least partially) that the format should be maintained. Conclusion The remote teaching methodology, although still incipient in Brazil, has become a reality in light of current health restrictions. Our study demonstrated a high level of overall satisfaction and a high sense of learning from both students and faculty. However, new challenges associated with this system have been identified, such as retention of attention and interference from the external environment. Longitudinal comparative studies that incorporate various aspects of medical education in all cycles are necessary to corroborate the findings of this study. Design Retrospective comparative study, level III evidence.

Dificuldades no ensino remoto emergencial da rede pública estadual de Minas Gerais no período pandêmico / Difficulties in emergency remote of the state public network of Minas Gerais in the pandemic period / Dificultades en la emergencia remota de la red pública es- tatal de Minas Gerais en el periodo pandémico

Este estudo objetivou-se analisar as dificuldades encontradas no ensino remoto emergencial (ERE) pelos professores da rede pública estadual de Minas Gerais durante o período pandêmico da COVID-19. Trata-se de estudo transversal com coleta realizada entre agosto e setembro de 2020, tipo websurvey. Utilizou-se a dificuldade encontrada com o ERE como variável dependente e as independentes foram características sociodemográficas e econômicas, perfil ocupacional, recursos/materiais e processos do trabalho docente. Participaram do estudo 15.641 professores. Observou-se prevalência de 90,6% de dificuldades no ERE. Os resultados, obtidos por meio da análise de Regressão de Poisson (α = 5%), apontaram associações entre o ERE e os professores do sexo feminino, a falta de recursos/materiais, o acesso limitado à internet e o processo de trabalho docente deficiente. Evidenciou-se um conjunto complexo de dificuldades que exige adequação de políticas públicas ao novo cenário educacional durante e pós- pandemia.

The objective was to analyse the difficulties encountered in emergency remote teaching (ERE) by teachers from the state public network of Minas Gerais during the COVID-19 pandemic period. This is a cross-sectional study with data collected be- tween August and September 2020, web survey type. The difficulty found with the ERE was used as a dependent variable, and the independent variables were sociodemographic and economic characteristics, occupational profile, resources/materials, and teaching work processes. 15,641 teachers participated in the study. There was a prevalence of 90.6% of difficulties in the ERE. The results, obtained through the Poisson Regression analysis (α=5%), indicated associations with the ERE of female teachers, the lack of re- sources/materials, limited access to the internet and the poor teaching work process. A complex set of difficulties was evidenced, which requires the adequacy of public policies to the new educational scenario during and after the pandemic.

El objetivo fue analizar las dificultades encontradas en la enseñanza remota de emergencia (ERE) por docentes de la red pública estatal de Minas Gerais durante el período pandémico del COVID-19. Se trata de un estudio transversal con datos entre agosto y septiembre de 2020, tipo encuesta web. Se utilizó como variable dependiente la dificultad encontrada con el ERE, y las variables independientes fueron características sociodemográficas y económicas, perfil ocupacional, recursos / materiales y procesos de trabajo docente. 15.641 profesores participaron en el estudio. Hubo una prevalencia del 90,6% de dificultades en el ERE. El análisis de regresión de Poisson (α = 5%) indicó asociaciones con el ERE de las maestras, falta de recursos / materiales, acceso limitado a Internet y un proceso de trabajo docente deficiente. Se evidenció un conjunto complejo de dificultades, que requiere la adecuación de las políticas públicas al nuevo escenario educativo durante y después de la pandemia.