Mental workload in faculty and consequences in their health: an integrative review

González-Palacios, Yanni Lonnette; Ceballos-Vásquez, Paula Andrea; Rivera-Rojas, Flérida

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Sumário

Review Article • Cad. Bras. Ter. Ocup. 29 • 2021 • https://doi.org/10.1590/2526-8910.ctoAR21232808 copy

Mental workload in faculty and consequences in their health: an integrative review

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Introduction

The literature regarding the teachers' work context has documented working conditions and their effects on health. However, there is limited evidence of the Mental Workload (MW) effects in this group, despite being a psychosocial risk that is constructed from typical factors of teaching work.

Objective

Literature about mental workload perceived by professors and their relation with work conditions and the effects on their health were explored.

Method

An integrative review was realized in databases Web of Science, CINAHL Complete, PubMed, and Scielo using descriptors in English and Spanish. The inclusion criteria were quantitative, qualitative, and mixed studies published between 2013 and 2019. In addition, a manual search was made obtaining relevant one study for the approach of the subject. The studies were evaluated according to levels of evidence developed by the Oxford Center for Evidence-Based Medicine.

Results

20 articles were selected and divided into analytical categories: work conditions of professors, work effect on health, mental workload perceived by them, in addition to establishing suggestions for occupational health.

Conclusion

The characteristics of the work environment include factors specific to mental workload, including high work intensity and strenuous work times, noise, a high number of students, bad interpersonal relationships, work instability, and lack of resources.

Keywords:
Occupational Risks; Faculty; Occupational Health

Code	Journal/Indexing, year and place of execution	Method and sample	Method and sample	Level of evidence
E.1	Trabalho, Educação e Saúde/ Scielo. 2016. Brazil (Guerreiro et al., 2016Guerreiro, N. P., Nunes, E. F. P. A., González, A. D., & Mesas, A. E. (2016). Perfil sociodemográfico, condições e cargas de trabalho de professores da rede estadual de ensino de um município da região sul do Brasil. Trabalho, Educação e Saúde, 14(Supl. 1), 197-217. http://dx.doi.org/10.1590/1981-7746-sol00027. http://dx.doi.org/10.1590/1981-7746-sol0... )	Quantitative, cross-sectional, sample 978 teachers.	Teachers report negative factors that condition their work: workplace infrastructure, remuneration, and the number of students per room. Positive factors are relationships with students, colleagues, and principals, and motivation, and the opportunity to express opinions.	3
E.2	Cadernos Brasileiros de Terapia Ocupacional/ Scopus. 2017. Brazil (Silva & Pinheiro, 2017Silva, N., & Pinheiro, D. M. (2017). Agruras no trabalho do professor. Cadernos Brasileiros de Terapia Ocupacional, 25(4), 713-721. http://dx.doi.org/10.4322/2526-8910.ctoAO0928. http://dx.doi.org/10.4322/2526-8910.ctoA... )	Quantitative, descriptive, exploratory, sample 110 teachers	Bureaucratic activities represent greater physical demand such as correction of materials and group activities with students, which can translate into pain in the upper and lower limbs, head, and spine. As for the mental demands, the main cause is the disinterest of students and parents, which can translate into emotional symptoms such as irritability, discouragement and insomnia, stress, among others.	4
E.3	International journal on working conditions/ Latindex. 2017. Portugal (Sousa & Barros, 2017Sousa, D., & Barros, C. (2017). Ser professor no contexto atual de trabalho: riscos psicossociais e consequências para a saúde e bem-estar. International Journal on Working Conditions, (14), 17-32.)	Mixed methodology, 89 teachers and 9 district schools participated.	There is high exposure to work times, emotional demands, and poor quality of social relationships at work, causing situations of exhaustion and generalized fatigue that condition the healthy exercise of their work activities.	3
E.4	Journal of Work and Organizational Psychology/ Web of Science. 2015. Brazil (Carlotto & Câmara, 2015Carlotto, M., & Câmara, S. G. (2015). Prevalence and risk factors of common mental disorders among teachers. Revista de Psicología del Trabajo y de las Organizaciones, 31(3), 201-206. http://dx.doi.org/10.1016/j.rpto.2015.04.003. http://dx.doi.org/10.1016/j.rpto.2015.04... )	Quantitative, cross-sectional study, shows 679 teachers from 37 schools.	34.8% of the teachers reported common mental disorders. Some psychosocial variables such as role ambiguity, burden, low level of social support, and low perception of self-efficacy were significantly associated with an increase in the probability of common mental disorders.	3
E.5	Avances en Enfermería/ Scielo. 2013. Colombia (Castro & Muñoz, 2013Castro, C., & Muñoz, A. (2013). Salud y trabajo de docentes de instituciones educativas distritales de la localidad uno de Bogotá. Avances en Enfermería, 31(2), 30-42.)	Quantitative, descriptive cross-sectional, a sample of 230 teachers.	51.7% of the teachers carried out work extensions, 37.8% reported the presence of noise in the classroom. The main causes of medical consultation in teachers were stress, 40.9%, vascular problems and varicose veins in the lower limbs with 29.1%, irritable bowel 28.3%, and dysphonia or aphonia 27.8%.	3
E.6	The Scientific World Journal/ Scopus. 2015. Brazil (Cezar-Vaz et al., 2015Cezar-Vaz, M., Alvez, C., Capa, M., Pereira, L., & Miritz, A. (2015). Mental health of elementary school teachers in Southern Brazil: working conditions and health consequences. The Scientific World Journal, 2015, 1-6. http://dx.doi.org/10.1155/2015/825925. http://dx.doi.org/10.1155/2015/825925... )	Quantitative, exploratory, and descriptive.	Stressful working conditions are related to inadequate salary, an excessive number of activities, and having to take work home. The consequences evidenced are anxiety, stress, and sleep disorders. Teachers reported that a good relationship between colleagues promotes well-being at work.	4
E.6		Sample 37 teachers.		4
E.7	Sao Paulo Medical Journal/ Web of Science. 2015. Brazil (Baldacara et al., 2015Baldacara, L., Ferreira, A., Gerley, J., & Carvalho, G. (2015). Common psychiatric symptoms among public school teachers in Palmas, Tocantins, Brazil: an observational cross-sectional study. Sao Paulo Medical Journal, 133(5), 435-438. http://dx.doi.org/10.1590/1516-3180.2014.8242810. http://dx.doi.org/10.1590/1516-3180.2014... )	Quantitative, observational, cross-sectional	45% of teachers have sufficient symptoms to consider the diagnosis of mental disorder and the need for treatment.	4
E.7		110 municipal teachers.		4
E.8	Revista Clínica Contemporánea/ Latindex. 2018. Spain (Guerrero-Barona et al., 2018Guerrero-Barona, E., Gómez, R., Moreno-Manso, J., & Guerrero-Molina, M. (2018). Psychosocial risk factors, perceived stress and mental health in teachers. Revista Clínica Contemporánea, 9, e2.)	Quantitative, cross-sectional, correlational	Indiscipline, lack of motivation of students, and little collaboration of families were the main sources of stress. Those who perceive high levels of stress have worse mental health, 36.3% show a risk of psychiatric disorder. A significant relationship was demonstrated between stress level, psychosocial risk factors, and mental health. Also, it is highlighted that job satisfaction and the level of commitment or involvement predict mental health.	3
E.8		550 teachers from 64 educational centers		3
E.9	Ciencia y trabajo/	Quantitative, descriptive, cross-sectional, a sample of 70 municipal basic education teachers.	Regarding occupational dysphonia, there are personal and work-environmental factors that affect its presentation. The personal factors that stand out are insufficient hydration, raising the intensity of the voice, screaming and clearing the throat, high consumption of laryngeal irritants. Regarding the occupational context, it was found that: 82% of respondents occupy the voice for more than 31 hours. weekly, a high number of students, presence of drafts and temperature changes in the classroom; exposure to environmental noise.	4
E.9	Scielo. 2018. Chile (Mora Pino et al., 2018Mora Pino, K. M., Clavijo Rocha, F. J., Galdames Durán, S. P., Maya Molina, C. C., & Soto Galleguillos, V. A. (2018). Contexto ocupacional, abuso y mal uso vocal en profesores de la Ciudad de Iquique. Ciencia & Trabajo, 20(62), 116-120. http://dx.doi.org/10.4067/S0718-24492018000200116. http://dx.doi.org/10.4067/S0718-24492018... )		Lack of training for teachers on the proper use of the voice.	4
E.10	International journal of occupational medicine and environmental health/ Web of Science. 2013. Germany (Seibt et al., 2013Seibt, R., Spitzer, S., Druschke, D., Scheuch, K., & Hinz, A. (2013). Predictors of mental health in female teachers. International Journal of Occupational Medicine and Environmental Health, 26(6), 856-869. http://dx.doi.org/10.2478/s13382-013-0161-8. http://dx.doi.org/10.2478/s13382-013-016... )	Quantitative, correlational, sample of 630 teachers.	The classic work-related factors hardly contribute to mental health, with the effort-reward relationship being the most important factor identified, followed by physical complexes and personal factors. These factors should be intervened to prevent consequences in mental health.	3
E.11	Trabalho, Educação e Saúde/ Scielo. 2018. Brazil (Albuquerque et al., 2018Albuquerque, G. S. C., Lira, L. N. A., Santos Junior, I., Chiochetta, R. L., Perna, P. O., & Silva, M. J. S. (2018). Exploração e sofrimento mental de professores: um estudo na rede estadual de ensino do Paraná. Trabalho, Educação e Saúde, 16(3), 1287-1300. http://dx.doi.org/10.1590/1981-7746-sol00145. http://dx.doi.org/10.1590/1981-7746-sol0... )	Quantitative, cross-sectional study, 1201 teachers participated.	The factors weekly workload, number of students per class, and the number of classes per teacher were associated with minor psychiatric disorders. Psychological disturbances are very high among teachers, and there are signs of association with various forms of exploitation in teaching work.	3
E.12	Health and quality of life outcomes/ Web of Science. 2015. China (Liu et al., 2015Liu, C., Wang, S., Shen, X., Li, M., & Wang, L. (2015). The association between organizational behavior factors and health-related quality of life among college teachers: a cross-sectional study. Health and Quality of Life Outcomes, 13(1), 1-12. http://dx.doi.org/10.1186/s12955-015-0287-4. http://dx.doi.org/10.1186/s12955-015-028... )	Quantitative, cross-sectional study, a sample of 965 teachers.	The teachers experienced a low level of health-related quality of life (HRQOL), with mental health being more affected than physical health. For their part, organizational behavior factors such as group identification, perception of organizational support, and psychological empowerment, are predictors of HRQL and are positive resources to improve it.	3
E.13	Ciencia y Trabajo/ Scielo. 2017. Brazil (Amorim et al., 2017Amorim, T., Ferreira, A., & Gomes, N. (2017). Influência da fadiga ocupacional na capacidade para o trabalho de professores universitários. Ciencia & Trabajo, 19(59), 86-90. http://dx.doi.org/10.4067/S0718-24492017000200086. http://dx.doi.org/10.4067/S0718-24492017... )	Quantitative, descriptive, cross-sectional study, sample 89 teachers.	Most of the teachers had good work skills and a moderate level of mental fatigue. As the presence of fatigue increases, the ability to work decreases.	4
E.14	Ciencia y Trabajo/ Scielo. 2018. Chile (Arteaga González et al., 2018Arteaga González, P., Hermosilla-Ávila, A., Mena Bastías, C., & Contreras Contreras, S. (2018). Una mirada a la calidad de vida y salud de las educadoras de Párvulos. Ciencia & Trabajo, 20(61), 42-47. http://dx.doi.org/10.4067/S0718-24492018000100042. http://dx.doi.org/10.4067/S0718-24492018... ).	Quantitative, descriptive, correlational, cross-sectional study 156 educators.	There is a highly significant relationship in physical function with absenteeism and work dependency, and significant with the number of children in charge and working years. There is also a high relationship between body pain, days absent, vitality and the number of children in charge, and the emotional role with days absent from work, among others. Mental health is seen as good.	3
E.15	Trabalho, Educação e Saúde/ Scielo. 2015. Brazil (Conceição et al., 2015Conceição, R., Pastore, A., Barbosa, M., Lima, S., Silva, J., & Lima, A. (2015). Transtorno mental e estressores no trabalho entre professores universitários da área da saúde. Trabalho, Educação e Saúde, 13(1), 135-155.)	Quantitative, cross-sectional, correlational study, sample 175 teachers.	19.5% of teachers reported mental health alterations, which was more prevalent in those teachers who made more effort at work and less frequent in those with a better quality of life in the physical domain.	3
E.16	Occupational Medicine/ Web of Science. 2015. Germany (Adams et al., 2015Adams, J., Dudenhöffer, S., Claus, M., Kimbel, R., Letzel, S., & Rose, D. (2015). Coping patterns in special school staff: demographic and organizational factors. Occupational Medicine, 66(2), 138-142. http://dx.doi.org/10.1093/occmed/kqv157. http://dx.doi.org/10.1093/occmed/kqv157... )	Quantitative, cross-sectional study, teachers and educational staff participated in 13 schools	36% of the teachers were classified as having an excessively ambitious or resigned risk coping pattern related to work. 45% had a healthy ambitious pattern. The emotional and social factors of teachers and educational personnel were associated with risky and unambitious coping patterns, which should be focal points for intervention.	3
E.17	Salud de los trabajadores/ Scielo. 2013. Chile (Muñoz & Lucero, 2013Muñoz, M., & Lucero, B. (2013). Calidad de vida profesional de trabajadoras de una escuela de estudiantes con discapacidades múltiples. Salud de los Trabajadores, 21(2), 151-162.)	Mixed study, qualitative method of case study with 15 workers from a special school interviewed.	A good work environment and participatory leadership by the school management stand out, as facilitators of the development of an effective intervention that allows improving the quality of work and physical health. Close to half of the workers presented risk in their mental health and emotional exhaustion, and more than 90% had low depersonalization, high personal fulfillment, and good overall quality of life at work. In the interviews, physical fatigue, assaults by the schoolchildren, muscle injuries due to improperly performed force, and a feeling of a poorly distributed workload were evidenced, which generated a disguised discomfort among the workers.	5
E.18	Salud Uninorte/ Scopus. 2017. Colombia (Acosta-Fernández et al., 2017Acosta-Fernández, M., Parra-Osorio, L., Restrepo-García, J., Pozos-Radillo, B., Aguilera-Velasco, M., & Torres-López, T. (2017). Condiciones psicosociales, violencia y salud mental en docentes de medicina y enfermería. Salud Uninorte, 33(3), 344-354.)	Quantitative, non-experimental, cross-sectional, analytical, and explanatory study, with a sample of 68 university faculty.	The teachers reported high work demands with negative impact working conditions, expressed in discomforts such as constant verbalization, uncomfortable postures, and complex tasks. Furthermore, both groups carry out their work in unfavorable psychosocial conditions. In addition, the presence of violence exposure was identified in 80.8% of the teachers. Thus, 2/3 teachers would require immediate intervention to improve their working conditions.	4
E.19	Revista Portuguesa de Enfermagem de Saúde Mental/ Scielo. 2017. Brazil (Torres et al., 2017Torres, A., Silva, V., & Costa, A. (2017). Violência na escola e transtornos mentais comuns em professores. Portuguese Journal of Mental Health Nursing, (18), 31-36.)	Quantitative, cross-sectional, exploratory study, sample 525 teachers.	A prevalence of 37.1% of common mental disorders was found. Physical and verbal aggression against the teacher, aggression or threat with a firearm or knife, trafficking, and drug use at school is associated with the presence of common mental disorders in teachers.	3
E.20	Salud Uninorte/ Scopus. 2013. Mexico (Aldrete et al., 2013Aldrete, G., León, S., González, R., Medina, E., Contreras, M., & Pérez, B. (2013). El trabajo y la salud mental de las profesoras de preescolar de la zona metropolitana de Guadalajara. Salud Uninorte, 29(3), 478-486.)	Quantitative, cross-sectional, analytical study in a sample of 286 teachers.	45.5% of the participants presented sleep disturbance and 43% somatic symptoms. Association and risk were evidenced when it is perceived that the work has to do with health problems, added to absenteeism.	3

Categories	Selected studies
Teachers working conditions	E.1; E.3; E.5, E.6; E.8; E.9; E.11, E.12; E.18; E.19
Effects of work on teachers' health	E.1; E.2; E,4; E.5; E.6; E.7; E.8; E.9; E.10; E.12; E.13; E.14; E.15; E.16; E.17; E.18; E.19; E.20
Mental workload on teachers	E.12; E.13; E.14; E.16; E.17

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[1] Author’s Contributions

Yanni Lonnette González-Palacios conception and design of the text, acquisition of data, analysis, and interpretation of data, and writing of the text. Paula Andrea Ceballos-Vásquez conception and design of the text, acquisition of data, analysis, and interpretation of data, drafting of the text, and critical review of the text. Flérida Rivera Rojas conception and design of the text, and critical review of the text. All authors approved the final version of the text.