STRESS IN THE SCHOOL CONTEXT FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS 127 124

Authors

DOI:

https://doi.org/10.56579/verum.v6i2.3149

Keywords:

Teachers, Students, Illness, Emotional, School

Abstract

Exhaustion, depression, and irritability have undermined the emotional well-being of teachers, leading to both physical and mental health issues. Among the various causes affecting them in the workplace are the daily demands and pressures inherent to their profession. Within this context, the study aimed to evaluate occupational stress in the school environment from the perspective of teachers and students in public schools in the municipality of Maranguape, Ceará. The research involved the collaboration of Science teachers from this municipality and students from the 6th and 9th grades of lower secondary education. This descriptive study collected data through questionnaires administered to both groups (teachers and students). The findings indicate that while most teachers feel willing to carry out their teaching duties, they experience a high degree of emotional exhaustion, with symptoms occurring more frequently in some than in others. Students, on the other hand, reported having a positive relationship with their teachers, describing them as attentive and kind. The majority stated that they did not perceive irritability from their teachers. It was observed that teachers are demotivated and stressed, yet they do not display their dissatisfaction to students. These results highlight the urgent need for greater recognition and respect for the teaching profession.

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Author Biographies

  • Cícera Gisleangela Lima Pimentel, State University of Ceará

    Undergraduate Student in Biological Sciences in the Distance Learning Degree Program in Biological Sciences – State University of Ceará/Open University of Brazil.

  • Tatiane Scarpelli-Ponte, State Department of Education of Ceará

    Bachelor’s Degree (2015) and Teaching Degree (2017) in Biological Sciences from São Paulo State University Júlio de Mesquita Filho (IBILCE/UNESP). Completed a Teaching Initiation Internship through PIBID-Capes between 2012 and 2014. She is a temporary teacher at the Department of Education of the State of Ceará.

  • Liliane Araújo Lima, State Department of Education of Ceará

    Master’s Degree in Sociobiodiversity and Sustainable Technologies from the University of International Integration of Afro-Brazilian Lusophony (UNILAB). Specialist in Teaching in Biological Sciences Education and in Human Anatomy and Physiology from UNIVERSIDADE CÂNDIDO MENDES/INSTITUTO PROMINAS. Graduated in Biological Sciences from the State University of Ceará – UECE. Develops research and scientific writing on Biology Teaching, Scientific Resources and Methodologies, Ethnoscience, Sociobiodiversity and Sustainable Technologies, and Planning, Public Policies and Sustainability. Has experience in tutoring in the Biological Sciences Teaching Degree Program at the State University of Ceará (UECE) – Open University of Brazil (UAB). Teaching experience in vocational education at the Institute Center for Technological Education – (CENTEC). Teaching experience in higher education at Dom Adélio Tomasin College – (FADAT), working in the disciplines of Molecular Biology and Genetics. Currently, she is a teacher in the state public high school network through the Department of Education of the State of Ceará – (SEDUC) and a Teacher Trainer in the semi-presential Biological Sciences Program at the State University of Ceará/Open University of Brazil. She is an active member of the research group Planning, Public Policies and Sustainable Development – PPDS.

  • Germana Costa Paixão , State University of Ceará

    Assistant Professor at the State University of Ceará and Coordinator of the Distance Learning Biological Sciences Program UECE/Open University of Brazil (UAB). Professor in the Nursing Program at Centro Universitário Fametro/UNIFAMETRO. Teaches the subjects of Microbiology, Parasitology, and Laboratory Examinations. She is the leader of the research group certified by CNPq “Educational Technologies and Distance Education.”

  • Lydia Dayanne Maia Pantoja, State University of Ceará

    Graduated in Biological Sciences from the State University of Ceará (Teaching Degree – 2006 and Bachelor’s Degree – 2007); Master’s Degree in Medical Microbiology from the Federal University of Ceará (2008) and PhD in Civil Engineering (concentration area in Environmental Sanitation) from the Federal University of Ceará – UFC (2016). Works as an Assistant Professor at the State University of Ceará. Coordinates the Research of the Distance Learning Biological Sciences Program – UECE/UAB.

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Published

2026-05-10

Issue

Vol. 6 No. 2 (2026): VERUM: SCIENTIFIC INITIATION JOURNAL

Section

DOSSIÊ TRANSFORMAÇÕES NO AMBIENTE E IMPACTOS SOCIOAMBIENTAIS

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STRESS IN THE SCHOOL CONTEXT FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS. (2026). VERUM: Journal of Scientific Initiation , 6(2), 01-15. https://doi.org/10.56579/verum.v6i2.3149