DOCENTES: SATISFAÇÃO NO TRABALHO RELACIONADA À SAÚDE PRÉ-PANDEMIA COVID-19 E AS CONDIÇÕES DE TRABALHO NA PANDEMIA

Abstract

The work of a university professor is one of great social responsibility because when he is teaching a student he is participating in that person's professional training. Job satisfaction represents the worker's pleasant experiences in the context of the organisations where he works. Knowing the job satisfaction of university professors is relevant for the professional, but also for society, as it can directly impact the process of training professionals and citizens, and consequently, social development. This study was carried out with professors from the Federal University of Mato Grosso do Sul, Cidade Universitária - Campo Grande - MS. It started in 2019, with the aim of analysing the job satisfaction of these professors. In 2020, the work process changed from the university environment to the domestic environment, bringing another objective, understanding the impact of COVID-19's social isolation on teachers' work routine. The first stage of this research was a quantitative cross-sectional study, conducted with 354 teachers. For data collection, the Job Satisfaction Questionnaire - S20/23 was used, measured on a Likert scale (1=completely dissatisfied, 2=partially dissatisfied, 3=indifferent, 4=partially satisfied and 5=completely satisfied). Data were analyzed using the Statistical Package for Social Science for Windows (SPSS) version 19.0. The second stage was a qualitative study with 15 professors. In online interviews, using a semi-structured script, they answered about their work routine before and during the pandemic and how remote work impacted their private life activities. To analyze the data, Laurence Bardin's content analysis technique was used, with categorization of the statements, which were organized using Atlas.ti software version 2.2. The descriptive analysis of the Job Satisfaction questionnaire - S20/23 showed that teachers are partially satisfied (37%) or completely satisfied (25%) with their work at UFMS. Furthermore, the analysis (mean±standard deviation) resulted: “Overall job satisfaction” (3.67±0.27), and for the factors “Intrinsic Job Satisfaction” (3.84±0. 85), “Satisfaction with the Physical Work Environment” (3.72±0.96) and Hierarchical Relationships” (3.48±0.91). Through the qualitative stage, carried out during the pandemic period, it was possible to understand from the teachers' reports that work overload increased. It was necessary to create skills for the use of digital technologies, due to the need to formulate new content adapted to online teaching. There was a negative impact on the interaction between students and teachers, mainly due to the difficulty students had in accessing efficient computers and internet for remote classes, which led to low student performance, especially at undergraduates. Professors reported that after adapting the use of technologies, they became facilitators in the work process, including the remote participation of professionals from other locations in classes, meetings, and defenses at undergraduate and postgraduate levels. It is important to note that the two stages of this study are distinct and that the objective is not to compare teaching work before and after the pandemic.