Mindfulness, teacher mental health, and well-being in early education: a correlational study.

This study analyzed the relationship between mindfulness and variables considered relevant for teacher-student interactions: teacher burnout, general stress, anxiety, depression, and quality of life. We hypothesized that mindfulness would relate negatively with mental health variables and positively with quality of life. We also explored which specific aspects of mindfulness would predict burnout, depression, anxiety, stress, and quality of life. Given the results of regression analyses, mediation models were performed to explore the mechanisms through which different facets of mindfulness affect quality of life. As predicted, the correlation analysis showed that mindfulness and its dimensions were positively associated with the quality of life of the teachers and burnout dimension of personal fulfillment and negatively associated with anxiety, depression, and stress (considering FFMQ total score and most of its dimensions). Consistently, regression analysis showed that the overall level of mindfulness, after controlling for the grade level at which the teacher works, showed significant associations with the level of personal fulfillment, depression, anxiety, stress, and quality of life. The results of the mediation analyses showed that the ability not to judge ourselves was associated with fewer symptoms of depression and stress and, through these pathways, positively affected quality of life. On the other hand, the ability not to react favored quality of life by reducing anxiety and stress. Finally, acting with awareness was the only facet of mindfulness that favored quality of life, affecting one of the dimensions of burnout.

Una metodología para la educación ambiental, desde la clase de Educación Física

Con el objetivo de perfeccionar el proceso de superación para el desarrollo de la educación ambiental en los maestros de Educación Física, desde las clases que imparten, se presenta una metodología estructurada en tres etapas (diagnóstico, implementación y valoración). Para el diagnóstico se tuvo en cuenta la revisión documental, la observación participante y las entrevistas a los maestros, lo que posibilitó la implementación de acciones para el tratamiento a los contenidos curriculares con un enfoque interdisciplinar, al quedar declaradas desde la planificación del sistema de trabajo metodológico los aspectos que afectan el desempeño pedagógico. La información recogida permitió valorar la efectividad de la metodología, al considerar las posibilidades que ofrece la disciplina para la integración de la relación medioambiente-deporte-salud y el nivel de satisfacción reflejado en los educandos. Como resultado se perfecciona la labor docente, se mejoran las relaciones de los educandos con el medioambiente en el entorno escolar y se da cumplimiento a una de las tareas del Proyecto de Investigación FARO: "Formación Activa, Reflexiva y Óptima de maestros y profesores en las Escuelas Pedagógicas".

Com o objetivo de aperfeiçoar o processo de melhoria para o desenvolvimento da educação ambiental nos professores de Educação Física, a partir das aulas que ministram, é apresentada uma metodologia estruturada em três etapas (diagnóstico, implementação e avaliação). Para o diagnóstico foram levados em consideração a revisão documental, a observação participante e entrevistas com os professores, o que possibilitou implementar ações para o tratamento dos conteúdos curriculares com abordagem interdisciplinar, conforme foram declarados a partir do planejamento do sistema de trabalho . aspectos metodológicos que afectam o desempenho pedagógico. As informações coletadas permitiram avaliar a eficácia da metodologia, considerando as possibilidades oferecidas pela disciplina para a integração da relação meio ambiente-esporte-saúde e o nível de satisfação refletido nos alunos. Como resultado, o trabalho docente é melhorado, as relações dos alunos com o meio ambiente escolar são melhoradas e uma das tarefas do Projeto de Pesquisa FARO é cumprida: "Formação Pedagógica Ativa, Reflexiva e Ótima de Professores nas Escolas". Escolas".

With the aim of perfecting the improvement process for the development of environmental education in Physical Education teachers, from the classes they teach, a methodology structured in three stages (diagnosis, implementation and assessment) is presented. For the diagnosis, the documentary review, participant observation and interviews with the teachers were taken into account, which made it possible to implement actions for the treatment of the curricular contents with an interdisciplinary approach, once the aspect that affect pedagogical performance were declared from the planning of the methodological work system. The information collected allowed to assess the effectiveness of the methodology, considering the possibilities offered by the discipline for the integration of the environment-sport-health relationship and the level of satisfaction reflected in the students. As a result, teaching work is perfected, students' relationships with the environment in the school environment are improved, and one of the tasks of the FARO Research Project "Active, Reflective, and Optimal Training of Teachers in Schools." Pedagogical Schools" is fulfilled.

Abriendo puertas para la vida: Programa de prevención de conductas suicidas a través de docentes Gatekeepers / Opening doors to life: A suicidal behavior prevention program involving Gatekeeper teachers / Abrindo portas para a vida: Programa de prevenção ao comportamento suicida por meio de professores Gatekeepers

Introducción: El suicidio es la tercera causa de muerte de jóvenes entre 15 y 19 años. Ante esto, los ambientes escolares pueden favorecer el fomento de la salud mental de los adolescentes, permitir la identificación temprana de factores de riesgo y aportar en la prevención de conductas suicidas. Una de las estrategias de prevención es el entrenamiento de "gatekeepers". Objetivo: Determinar el efecto del programa "Abriendo Puertas para la Vida" sobre conocimientos, actitudes y prácticas en prevención de conductas suicidas en un grupo de profesores de secundaria de una institución educativa de San Juan de Pasto, Colombia. Materiales y métodos: Estudio preexperimental, con un grupo de intervención y medidas pre y pos-seguimiento. Participaron nueve docentes voluntarios durante dos jornadas de formación. Resultados: Se identificaron cambios positivos en conocimientos, actitudes y prácticas de los participantes entre pretest y postest, en la mayoría de las subdimensiones evaluadas; sin embargo, tres años después, estos cambios se mantuvieron tan solo en conocimientos sobre las conductas suicidas y en actitudes hacia la prevención. Conclusión: El programa "Abriendo Puertas para la Vida" evidenció efectividad y pertinencia, sin embargo, el mantenimiento de sus efectos requiere de acciones de seguimiento y acompañamiento a los docentes formados.

Introduction: Suicide is the third cause of death in young people aged between 15 to 19 years. Thus, school environments can promote mental health of adolescents through early identification of risk factors and prevention of suicidal behaviors. One prevention strategy is the training of "gatekeepers". Objective: To determine the impact of the "Opening Doors to Life" program on the knowledge, attitudes, and practices regarding prevention of suicidal behavior in a set of high school teachers from an educational institution in San Juan de Pasto, Colombia. Materials and methods: A pre-experimental study with an intervention group and pre- and post-follow-up measurements. Nine volunteer teachers participated during two training sessions. Results: Positive changes regarding knowledge, attitudes, and practices of the participants during pretest and posttest were observed for the majority of evaluated sub-dimensions. However, after three years, the positive measures prevailed only for knowledge about suicidal behavior and attitudes toward prevention. Conclusion: The "Opening Doors to Life" program showed effectiveness and relevance. However, maintaining its impact requires follow-up actions and support of trained teachers.

Introdução: O suicídio é a terceira causa de morte de jovens entre 15 e 19 anos. Diante disso, os ambientes escolares podem promover a promoção da saúde mental em adolescentes, permitir a identificação precoce de fatores de risco e contribuir para a prevenção do comportamento suicida. Uma das estratégias de prevenção é a formação de "gatekeepers". Objetivo: Determinar o efeito do programa "Abrindo Portas para a Vida" nos conhecimentos, atitudes e práticas na prevenção do comportamento suicida em um grupo de professores do ensino médio de uma instituição educacional em San Juan de Pasto, Colômbia. Materiais e métodos: Estudo pré-experimental, com grupo de intervenção e medidas pré e pós-acompanhamento. Nove professores voluntários participaram durante dois dias de treinamento. Resultados: Foram identificadas mudanças positivas nos conhecimentos, atitudes e práticas dos participantes entre o pré-teste e o pós-teste, na maioria das subdimensões avaliadas; porém, três anos depois, essas mudanças se mantiveram apenas no conhecimento sobre comportamentos suicidas e atitudes frente à prevenção. Conclusão: O programa "Abrindo Portas para a Vida" mostrou efetividade e relevância, porém, a manutenção de seus efeitos requer ações de acompanhamento e apoio a professores capacitados.

Prevalence and Risk Factors for Occupational Voice Disorders in Nepalese Teachers: A Cross-Sectional Study.

Introduction Teachers are a high-risk group for the development of vocal dysfunction, as they use voice extensively in their profession. Objective To know the prevalence and risk factors associated with voice strain in teachers. Methods A cross-sectional study was conducted among schoolteachers in Chitwan, Nepal. The Voice Handicap Index questionnaire was used as a survey tool. Result A total of 315 teachers were enrolled in the study. The mean age of the participants was of 36.7 years. Teachers from public schools, primary grade classes, > 50 pupils in the classroom, > 24 hours of classes per week, dust in class, and recurrent tonsil problems were associated with various degrees of vocal handicap. Conclusion There is a high prevalence of voice disorder among teachers. A holistic approach, which includes teacher education regarding voice care during their work and management of their voice handicap by taking into consideration different risk factors, must be adopted.

Relación del estrés laboral y habilidades emocionales en profesores/as universitarios/as de Educación Física

El síndrome del Burnout es un estado de agotamiento físico y emocional que implica una pérdida del interés en el trabajo, actitudes negativas hacia los demás, y baja autoestima. Las habilidades emocionales se definen como capacidades para conocer y dominar emociones propias y de otros/as. El objetivo de la presente investigación fue analizar la relación entre los niveles de habilidades emocionales y síndrome de Burnout en docentes universitarios de escuelas de Educación Física. Se evaluaron a 31 docentes universitarios de dos universidades de Santiago de Chile. Se aplicó la Escala de rasgo de metaconocimiento emocional validada en estudiantes de Educación Física de Chile y el inventario de Burnout de Maslach (MBI). Los resultados revelan una relación baja y negativa entre los puntajes de despersonalización y reparación emocional en la muestra. El sexo del docente, los años de docencia universitaria, tener cargos directivos o estar en tratamiento psicológico o farmacológico no influyen en los niveles de estrés laboral y habilidades emocionales. Se recomienda replicar esta investigación con muestras de docentes universitarios de escuelas de Educación Física en otras universidades, además del control de otras variables como ansiedad, depresión, motivación, etc.

Burnout syndrome is a state of physical and emotional exhaustion that involves a loss of interest in work, negative attitudes towards others, and low self-esteem. Emotional skills are defined as the ability to recognize and manage one's own emotions and the emotions of others. The aim of the present research was to analyze the relationship between levels of emotional skills and Burnout syndrome in university professors from Physical Education schools. A total of 31 university professors from two universities in Santiago, Chile, were evaluated. The Trait Meta-Mood Scale, validated in Physical Education students in Chile, and the Maslach Burnout Inventory (MBI) were employed. The results reveal a low and negative relationship between depersonalization and emotional repair scores in the sample. The professor's gender, years of university teaching experience, holding managerial positions, or undergoing psychological or pharmacological treatment do not influence levels of occupational stress and emotional skills. It is recommended to replicate this research with samples of university professors from Physical Education schools in other universities, controlling other variables such as anxiety, depression, motivation, etc.

A síndrome o Burnout é um estado de esgotamento físico e emocional que implica uma perda do interesse no trabalho, atitudes negativas para com os outros, e baixa auto-estima. A habilidades emocionais é definida como capacidade para conhecer e dominar emoções próprias e de outros/as. O objetivo da presente pesquisa foi analisar a relação entre os níveis de habilidades emocionais e síndrome de Burnout em docentes universitários de Educação Física. Foram avaliados 31 docentes universitários de duas universidades de Santiago do Chile. Foi aplicada a Escala de rasgo de meta-conhecimento emocional validada em estudantes de Educação Física do Chile e o inventário de Burnout de Maslach (MBI). Os resultados revelam uma relação baixa e negativa entre as pontuações de despersonalização e reparação emocional na amostra. O sexo do docente, os anos de ensino universitário, ter cargos directivos ou estar em tratamento psicológico ou farmacológico não influem nos níveis de stress laboral e habilidades emocionais. Recomenda-se replicar esta pesquisa com amostras de docentes universitários de escolas de Educação Física em outras universidades, além do controle de outras variáveis como ansiedade, depressão, motivação, etc.

Conocimiento de Profesores sobre Trauma Dentoalveolar: Un Estudio en Establecimientos Educacionales de la Comuna de Osorno, Chile

El objetivo de este estudio fue determinar el conocimiento de profesores pertenecientes a establecimientos educacionales particulares subvencionados de Osorno con respecto al trauma dentoalveolar. Estudio de corte transversal, donde se realizó una encuesta presencial o en línea basada en un cuestionario con el fin de determinar el conocimiento sobre trauma dentoalveolar en profesores de enseñanza básica y media, pertenecientes a establecimientos educacionales de la comuna de Osorno, Chile. Los criterios de inclusión fueron, empleo a tiempo completo en el momento de la recolección de datos con al menos 1 año de experiencia docente. La jubilación, docentes con edad mayor o igual a 65 años y la falta de voluntad para participar en la encuesta, fueron considerados como criterios de exclusión. Para evaluar los resultados obtenidos se utilizó la prueba de la t de Student o ANOVA de una vía, con post hoc de Tukey. El nivel de significancia se fijó en p ≤ 0,05. Los profesores tuvieron un promedio de conocimiento sobre trauma dental de 5,0 ±3,0 puntos, de un puntaje máximo posible de 14, sin diferencias estadísticamente significativas entre el nivel de enseñanza donde ejerce la docencia (5,2±2,8, 4,9±3,3 y 4,9±3,3 puntos, p=0,88). El conocimiento sobre traumatismo dentoalveolar entre los profesores es deficiente. Se recomienda implementar programas educativos para el manejo de traumas dentales.

The aim of this study was to determine the knowledge of teachers affiliated to private subsidized schools in Osorno regarding dentoalveolar trauma. Cross-sectional study, where a survey was carried out face-to-face or online, based on a questionnaire to determine the knowledge about dentoalveolar trauma in elementary and middle school teachers, affiliated with educational establishments in the commune of Osorno, Chile. Inclusion criteria were full-time employment at the time of data collection, with at least one year of experience. Retirement, teachers aged 65 or older, and unwillingness to participate in the survey were considered exclusion criteria. The data were analyzed using the R software, Student's t test or one- way ANOVA, Tukey's post hoc. The significance level was set at p < 0.05. Teachers had an average knowledge of dental trauma of 5.0±3.0 points, out of a maximum possible score of 14, without statistically significant differences between the level of education where they teach (5.2±2.8, 4.9±3.3 and 4.9±3.3 points, p = 0.88). Knowledge regarding dentoalveolar traumatism among teachers of private subsidized schools in Osorno is deficient. It is recommended to implement educational programs for the management of dental trauma.

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)

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.

Tobacco consumption and quality of life among teachers: a bidirectional problem.

Objective: This study aimed to assess a bidirectional relationship between tobacco consumption and quality of life among Chilean teachers. Participants and methods: A total sample of 647 Chilean teachers was included in a cross-sectional study (71.8% female). Teachers completed a socio-demographic questionnaire, tobacco consumption habits, and the SF-36 questionnaire to assess quality of life. Logistic regression models were employed for statistical analysis of quality of life (physical component summary; mental component summary), and tobacco consumption habits, adjusted for socio-demographic characteristics. Results: A total of 34.2% of teachers were smokers, with the majority (68.7%) being under 45 years old. Smoking teachers demonstrated lower quality of life scores, particularly mental health and emotional problems dimensions, and mental component summary (p < 0.05) versus nonsmoking teachers. Teachers with tobacco consumption had a higher risk of low mental component summary (OR: 1.74; p < 0.001), and those with low mental component summary were more likely to be smokers (OR: 1.77; p < 0.002). Conclusion: These findings indicate that tobacco consumption adversely affects the quality of life of Chilean teachers, especially their mental health. Psychological support should be provided to help teachers cope with work stress and tobacco consumption.

Musculoskeletal disorders and quality of life for Chilean teachers during the COVID-19 pandemic at the academic year-end.

Introduction: Schoolteachers have reported multiple demands contributing to poor perceptions regarding their quality of life and high rates of musculoskeletal disorders. However, there are few studies about the association between musculoskeletal disorders and quality of life from the end of the academic period during the COVID-19 pandemic. Objective: Evaluate musculoskeletal disorders rates and their association with quality of life perceptions among teachers from the last academic period during the COVID-19 pandemic. Participants and methods: A total sample of 161 Chilean schoolteachers was included in a cross-sectional study musculoskeletal disorders prevalence was evaluated using the Standardized Nordic Questionnaire, and quality of life was evaluated through the Short-Form 12 Health Survey Instrument. A logistic regression was applied to evaluate the association between musculoskeletal disorders and quality of life perceptions adjusted by gender, age, and contract type. Results: 98% of teachers have suffered from some type of musculoskeletal disorders during the last 12 months, and 64% have had six or more painful regions. Women showed a higher musculoskeletal disorders rate than men. The group of teachers with the most musculoskeletal disorders (≥p50) saw significantly greater risk of low scores on the physical (OR: 2.16; p < 0.05) and mental components (OR: 4.86; p < 0.01) of quality of life, regardless of gender, age, and contract type. Conclusion: High musculoskeletal disorders rates suggest that preventive and informative actions must be taken regarding these disorders in order to protect teachers' mental and physical health, considering the effects of the school year and the COVID-19 health crisis.

Gender-Based Differences in Psychological, Nutritional, Physical Activity, and Oral Health Factors Associated with Stress in Teachers.

The aim of this study was to analyze gender differences in stress-related factors among active teachers. A cross-sectional study was conducted to examine gender disparities in psychological, nutritional, physical activity, and oral health factors and how these habits correlate with stress and burnout in their work environment. The sample comprised 1037 teachers from Spain, Colombia, and Chile, consisting of 40.1% men and 59.9% women, with an average age of 41 years and teaching experience of 11.8 ± 9.2 and 12.2 ± 8.7 years, respectively. They were evaluated using a compilation of questionnaires with the objective of analyzing gender differences in habits that are associated with stress levels in teachers. The findings revealed that men had significantly higher levels of depersonalization and personal accomplishment, whereas women exhibited higher levels of perceived stress and conscientiousness. Regarding nutritional habits, results were more positive for women, and men exhibited healthier functional habits by engaging in more weekly sports. Regarding oral health habits, women had better oral hygiene practices, brushing their teeth more frequently. However, women showed a higher tendency to smoke than their male counterparts. We conclude that there are notable gender differences that can provide insights for developing strategies to enhance the overall well-being of teachers.

Reflexos da pandemia de covid-19 na rotina de vida e trabalho das docentes da UFRJ / Impacts of the COVID-19 pandemic in the life and work routine of UFRJ professors / Impactos de la pandemia del COVID-19 sobre la rutina de vida y trabajo de los profesores de la Universidad Federal do Rio de Janeiro

A pandemia de covid-19 impactou profundamente a saúde pública e a área da educação do ensino superior, o que refletiu em inovações e desafios para as docentes do ensino superior da Universidade Federal do Rio de Janeiro. O objetivo deste estudo foi contribuir para o debate acerca dos reflexos da pandemia no trabalho e na vida das docentes da Universidade. Utilizou-se a pesquisa qualitativa e adotou-se a entrevista semiestruturada realizada com 36 docentes do sexo feminino das unidades vinculadas ao Centro de Filosofia e Ciências Humanas da instituição. As entrevistas foram realizadas e gravadas por meio da plataforma Zoom, e para a análise utilizou-se o método de interpretação de sentidos. Os resultados apontaram que no contexto pandêmico novas exigências foram postas à profissão, com a implantação do ensino remoto emergencial. Esse novo cenário provocou desgaste emocional, expresso por sensações de cansaço, impotência, sobrecarga de trabalho, adoecimento e dificuldades de relacionamento com os alunos. A pandemia apontou a sobrecarga de trabalho como fator de risco para o adoecimento das docentes da Universidade, por envolver questões como as desigualdades de gênero, conciliação das esferas pública e privada, excesso de trabalho e ausência de políticas institucionais voltadas para as mulheres no contexto pandêmico.

The COVID-19 pandemic had profound impacts on public health and on higher education, which reflected in innovations and challenges for professors at the Federal University of Rio de Janeiro (UFRJ), especially female ones who had to adapt to multiple work routines and lockdown policies. This qualitative study sought to contribute to the debate about the pandemic effects on the work and lives of UFRJ professors. Data were collected by semi-structured interviews conducted with 36 female professors from units linked to the Philosophy and Human Sciences Center (CFCH). All interviews were conducted and recorded through the Zoom platform. Qualitative data analysis was performed using the interpretation of meanings. Results pointed out that new demands were placed on the profession during the pandemic with the implementation of Emergency Remote Teaching. This new scenario caused great emotional distress, expressed by feelings of tiredness, impotence, work overload, illness and relation difficulties with students. The pandemic revealed that work overload has acted as a risk factor for illness among higher education professors at UFRJ, as it involves issues such as gender inequalities, conciliation of the public and private spheres, overwork and absence of institutional policies aimed at women in the pandemic context.

La pandemia del COVID-19 generó profundos impactos en la salud pública y en el área de la educación superior, lo que resultó en innovaciones y desafíos para los profesores de educación superior de la Universidad Federal do Rio de Janeiro. El objetivo de este estudio fue contribuir al debate sobre los efectos de la pandemia en el trabajo y la vida de los docentes de la Universidad. Se utilizó una investigación cualitativa y se realizaron entrevistas semiestructuradas a 36 profesoras de unidades vinculadas al Centro de Filosofía y Ciencias Humanas de la Universidad. Las entrevistas se realizaron y se grabaron en la plataforma Zoom, y para el análisis se utilizó el método de interpretación de significado. Los resultados señalaron que en el contexto de pandemia se impusieron nuevas exigencias a la profesión, con la implementación de la enseñanza remota de emergencia. Este nuevo escenario provocó agotamiento emocional, expresado por sentimientos de cansancio, impotencia, sobrecarga de trabajo, enfermedad y dificultades para relacionarse con los estudiantes. La pandemia reveló la sobrecarga de trabajo como factor de riesgo para la enfermedad de docentes de la Universidad, ya que involucra cuestiones como desigualdades de género, conciliación de las esfera pública y privada, exceso de trabajo y falta de políticas institucionales dirigidas a las mujeres en el contexto pandémico.

Lazer, gênero e pandemia: percepções e práticas de professores e professoras de Educação Física de Sete Lagoas Minas Gerais / Leisure, gender and pandemic: perceptions and practices of Physical Education teachers in Sete Lagoas Minas Gerais

Esta pesquisa tem como objetivo analisar as relações entre questões de gênero e as práticas de lazer de professores e professoras de Educação Física (EF) das escolas públicas de Sete Lagoas, na pandemia. Utilizou-se como procedimentos metodológicos: questionário semiaberto via Google Forms e entrevista semiestruturada. Constatou-se que o gênero se configurou enquanto elemento de diferença de oportunidade e usufruto do tempo, espaço e experiências de lazer, em especial no caso das professoras que se identificaram como sexo feminino, mulheres cis e heterossexuais e dos professores que autodeclararam gays, sexo masculino e homens cis. No que se refere às práticas de lazer dessas pessoas, constatou-se a predominância de atividades relacionadas ao interesse virtual, como, por exemplo, o uso de redes sociais como Facebook, Instagram, WhatsApp e TikTok, bem como a utilização de plataformas digitais como Netflix e Prime Vídeo.

This research aims to analyze the relationships between gender issues and the leisure practices of Physical Education (PE) teachers at public schools in Sete Lagoas, during the pandemic. The following methodological procedures were used: semi-open questionnaire via Google Forms and semi-structured interview. It was found that gender was configured as an element of difference in opportunity and enjoyment of time, space and leisure experiences, especially in the case of teachers who identified themselves as female, cis and heterosexual women and teachers who declared themselves gay, sex masculine and cis men. Regarding leisure practices of these people, there was a predominance of activities related to virtual interest, such as, for example, the use of social networks such as Facebook, Instagram, WhatsApp and TikTok, as well as the use of digital platforms such as Netflix and Prime Video.

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)

Detection of plasma anti-lipopolysaccharide (LPS)antibodies against enterohemorrhagic Escherichia coli(EHEC) in asymptomatic kindergarten teachers fromBuenos Aires province

Resumen En Argentina, el síndrome urémico hemolítico causado por Escherichia coli enterohemorrágica (EHEC) tiene la más alta incidencia del mundo. Las infecciones por EHEC tienen un comportamiento endemoepidémico y causan del 20 al 30% de los síndromes de diarrea sanguinolenta en niños menores de 5 años. En el período 2016-2020, se notificaron 272 nuevos casos por año al Sistema de Vigilancia de Salud Nacional. Múltiples factores son responsables de la alta incidencia de SUH en Argentina, incluyendo la transmisión persona-persona. Con el objetivo de detectar posibles portadores asintomáticos de EHEC, realizamos un estudio preliminar de la frecuencia de anticuerpos antilipopolisacáridos contra los serotipos de EHEC más prevalentes en Argentina. El estudio se realizó con muestras de plasma obtenidas de 61 maestras y maestros de jardines de infantes de 26 instituciones del distrito de José C. Paz, localizado en el área suburbana de la provincia de Buenos Aires, Argentina. El 51% de las muestras presentaron anticuerpos contra los serotipos de lipopolisacáridos O157, O145, O121 y O103; el 6,4% de las muestras positivas tuvieron el isotipo IgM (n=2), el 61,3% el isotipo IgG (n=19) y el 32,3% los isotipos IgM e IgG (n=10). Dado que los anticuerpos antilipopolisacáridos presentan usualmente una duración corta, la detección de IgM específica podría indicar una infección reciente. Además, el alto porcentaje de muestras positivas hallado podría indicar una exposición frecuente a las cepas de EHEC en la cohorte estudiada. Asimismo, la gran población de adultos portadores asintomáticos de estas cepas patógenas podría contribuir al comportamiento endémico, a través de la transmisión persona-persona. El perfeccionamiento de programas educacionales continuos en jardines de infantes podría constituir una medida importante para reducir los casos de síndrome urémico hemolítico, no solo en Argentina, sino también en el mundo.

Abstract In Argentina, hemolytic uremic syndrome (HUS) caused by EHEC has the highest incidence in the world. EHEC infection has an endemo-epidemic behavior, causing 20-30% of acute bloody diarrhea syndrome in children under 5 years old. In the period 2016-2020, 272 new cases per year were notified to the National Health Surveillance System. Multiple factors are responsible for HUS incidence in Argentina including person-to-person transmission. In order to detect possible EHEC carriers, we carried out a preliminary study of the frequency of kindergarten teachers with anti-LPS antibodies against the most prevalent EHEC serotypes in Argentina. We analyzed 61 kindergarten teachers from 26 institutions from José C. Paz district, located in the suburban area of Buenos Aires province, Argentina. Fifty-one percent of the plasma samples had antibodies against O157, O145, O121 and O103 LPS: 6.4% of the positive samples had IgM isotype (n=2), 61.3% IgG isotype (n=19) and 32.3% IgM and IgG (n=10). Given that antibodies against LPS antigens are usually short-lived specific IgM detection may indicate a recent infection. In addition, the high percentage of positive samples may indicate a frequent exposure to EHEC strains in the cohort studied, as well as the existence of a large non-symptomatic population of adults carrying pathogenic strains that could contribute to the endemic behavior through person-to-person transmission. The improvement of continuous educational programs in kindergarten institutions could be a mandatory measure to reduce HUS cases not only in Argentina but also globally.

Analysis of the association between high workload and musculoskeletal pain in public school teachers according to physical activity level.

BACKGROUND: A high workload has been associated with musculoskeletal pain in public school teachers. However, the hypothesis of the present study was that physical activity (PA) practice is able to attenuate this association. OBJECTIVE: To analyze the associations between high workload with musculoskeletal pain according to PA levels in public school teachers. METHODS: Teachers (n = 239) from 13 public schools were evaluated. Workload was assessed using a Likert scale in which teachers reported their perception of their work routine as: very low, low, regular, high, and very high. Musculoskeletal pain and PA were assessed using questionnaires. Multivariate logistic regression models were used to investigate the association of high workload with PA levels and musculoskeletal pain in different body regions, compared to participants with normal workload, adjusted by sex, age, and socioeconomic status. RESULTS: A high workload was associated with higher chances of reporting pain in the wrists and hands (OR = 3.55; 95% CI = 1.27-9.89), knee (OR = 3.09; 95CI%  = 1.09-8.82), and feet and ankles (OR = 3.16; 95% CI = 1.03-9.76) in less active teachers. However, these associations were not observed in teachers considered more active. CONCLUSION: PA practice is able to act as a good protector against musculoskeletal pain in teachers, even in individuals with a high workload.

Prospective Teachers' Knowledge of Physical Activity in Children and Adolescents.

Over the past few years, organizations around the world have tried to reach different populations with recommendations about physical activity (PA), due to this subject playing an important role in the phases of intention development and in preparation for it. Thus, the knowledge of future educators in the fields of health and PA is of vital importance when improving the levels of the latter in students. The objective of this research is to determine what knowledge future teachers have about health and PA, examining possible disparities according to the gender, age, and level of physical exercise of the participants. In addition, the psychometric properties of the instrument used were explored. A total of 321 Colombian university students from the Faculty of Education between the ages of sixteen and thirty-five participated in this study, providing sociodemographic information by filling out the CUAFYS-A questionnaire. Significant differences were found in the scale items according to sex and self-perception of being physically active. Also, the findings revealed a single-factor structure with nine items that had satisfactory reliability (α = 0.71; CR = 0.72) and excellent goodness-of-fit indices (RMSEA = 0.055 (90% CI (0.3, 0.8), RMSR = 0.02, CFI = 0.935, NNFI = 0.912, CMIN/DF = 1.97). Therefore, strategies and campaigns to promote PA knowledge in prospective teachers should be tailored according to gender and PA levels. Similarly, the CUAFYS-A questionnaire can be considered a valid and reliable instrument to identify the PA knowledge of future educators.

Detection of plasma anti-lipopolysaccharide (LPS) antibodies against enterohemorrhagic Escherichia coli (EHEC) in asymptomatic kindergarten teachers from Buenos Aires province.

In Argentina, hemolytic uremic syndrome (HUS) caused by EHEC has the highest incidence in the world. EHEC infection has an endemo-epidemic behavior, causing 20-30% of acute bloody diarrhea syndrome in children under 5 years old. In the period 2016-2020, 272 new cases per year were notified to the National Health Surveillance System. Multiple factors are responsible for HUS incidence in Argentina including person-to-person transmission. In order to detect possible EHEC carriers, we carried out a preliminary study of the frequency of kindergarten teachers with anti-LPS antibodies against the most prevalent EHEC serotypes in Argentina. We analyzed 61 kindergarten teachers from 26 institutions from José C. Paz district, located in the suburban area of Buenos Aires province, Argentina. Fifty-one percent of the plasma samples had antibodies against O157, O145, O121 and O103 LPS: 6.4% of the positive samples had IgM isotype (n=2), 61.3% IgG isotype (n=19) and 32.3% IgM and IgG (n=10). Given that antibodies against LPS antigens are usually short-lived specific IgM detection may indicate a recent infection. In addition, the high percentage of positive samples may indicate a frequent exposure to EHEC strains in the cohort studied, as well as the existence of a large non-symptomatic population of adults carrying pathogenic strains that could contribute to the endemic behavior through person-to-person transmission. The improvement of continuous educational programs in kindergarten institutions could be a mandatory measure to reduce HUS cases not only in Argentina but also globally.

Necessidades Formativas do Professor Frente à Demanda de Alunos da Educação Especial em Classes Comuns / Teacher's Training Needs Towards Special Education Students' Demand in Ordinary Classrooms

RESUMO: Este estudo teve como escopo analisar os avanços da inclusão do público da Educação Especial nas salas de aula comuns da Educação Básica, considerando as necessidades formativas dos docentes nessa área específica. Consiste em um estudo quantiqualitativo, tendo como fontes empíricas microdados da Prova Brasil, edição 2021, mais especificamente os questionários destinados aos docentes do 5º ano do Ensino Fundamental, os quais estão disponíveis no portal do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). A extração dessas informações e análise estatística foram realizadas com o auxílio do Statistical Package for Social Science (SPSS). O resultado da investigação revela que o percentual de matrículas dos alunos com deficiência, transtorno do espectro autista (TEA) e altas habilidades em classes comuns, no Brasil, entre 2013 e 2019, cresceu 7,4%. Aponta, também, que 86,5% dos professores da amostra investigada declararam possuir necessidades formativas de nível moderado a alto. Conclui-se que o público da Educação Especial ainda necessita travar muitos embates em prol de uma escola mais justa e inclusiva para todos, o que implica batalhar para que os princípios de igualdade e equidade se materializem tanto no campo real quanto no campo ideal.

ABSTRACT: This study focused on analyzing the inclusive advances for the population of Special Education in ordinary classrooms in Basic Education, considering teachers' training need in this specific area. It consists of a quantitative and qualitative approach study, using as empirical sources microdata from Prova Brasil, 2021 edition, more specifically the questionnaires applied to teachers of the 5th grade of Elementary School, which are available on the webpage of the National Institute of Educational Studies and Research Anísio Teixeira (INEP). The extraction of this information and statistical analysis were carried out with the aid of the Statistical Package for Social Science (SPSS). The result of the investigation reveals that the percentage of enrollments for students with disabilities, autism spectrum disorder (ASD) and giftedness in ordinary classrooms, in Brazil, between 2013 and 2019, rose 7.4%. It also points out that 86.5% of the teachers in the investigated sample declared that they had moderate to high training needs. It was concluded that the population of Special Education still needs to face some issues in favor of a fairer and more inclusive school to everyone, which implies fighting so that the principles of equality and equity materialize both in the real field and in the ideal field.