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Technology has been incorporated into the educational systems of many countries as a teaching and learning tool. Contemporary discourse has focused on how to prepare teachers to utilise technology in their teaching practice. Although most pre-service elementary school teachers in the United Arab Emirates are women, studies have not yet investigated their acceptance of or preparedness to use technology in the classroom. Therefore, it is necessary to investigate whether the training provided to pre-service special education teachers equips them with sufficient skills to support students with disabilities. The present study used the technology acceptance model (TAM) as a theoretical lens to examine the factors that impact female pre-service special education teachers' intention to incorporate assistive technology (AT) in teaching students with disabilities. A survey based on TAM was used to collect data from 138 participants and test four study hypotheses. Regarding data analysis, SPSS and AMOS version 28 software were used to conduct exploratory factor, confirmatory factor and path analyses. Two of the four hypotheses were supported. The results provide support for the four-factor TAM structure, with two predictors - perceived ease of use and computer self-efficacy - supporting pre-service teachers' intention to use AT to teach students with disabilities in the classroom. Teacher educators and policymakers should consider the TAM construct when preparing pre-service teachers to effectively support all students. Specifically, teacher development and stakeholder engagement with AT resources are needed to optimise the learning of children with disabilities.

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A pandemia de COVID-19 teve consequências graves também para o mundo do trabalho. Exemplo disso, foi a pressão que as professoras de escolas privadas tiveram por rapidamente transporem as atividades de ensino para o modelo remoto. O objetivo desta pesquisa foi analisar como as professoras de escola privada vivenciaram o seu trabalho docente durante a pandemia de COVID-19. Partindo da Psicologia Histórico-Cultural, realizamos 12 entrevistas em profundidade com professoras de escolas privadas da cidade de Natal-RN, sendo esses dados analisados quanto aos seus núcleos de significação. Encontramos cinco núcleos de significação: significações sobre o trabalho de professora; dificuldades do dia a dia de trabalho; consequências da pandemia; agravamentos gerados pela pandemia; e enfrentamentos diante dos desafios. Concluímos que a pandemia operou como um catalizador de problemas que as professoras já enfrentavam, decorrente da exploração do trabalho, machismo e neoliberalismo. Diante desse cenário, consideramos que as formas de enfrentamento e resistência passem por estratégias coletivas e que visem a superação desses processos históricos de precarização do trabalho.

The pandemic COVID-19 had serious consequences for the world of work as well. One example of this was the pressure that private school teachers were under to quickly transition their teaching activities to the remote learning model. The aim of this research was to analyze how private school teachers experienced their teaching work during the pandemic COVID-19. Based on Cultural-Historical Psychology, we carried out 12 in-depth interviews with private school teachers from the city of Natal-RN, and these data were analyzed according to their Nuclei of Meaning. We found five nuclei of meaning: meanings about working as a teacher; difficulties in daily work; consequences of the pandemic; aggravations generated by the pandemic; and confrontations with the challenges. We concluded that the pandemic acted as a catalyst for problems that women teachers were already facing, resulting from labor exploitation, sexism, and neoliberalism. Facing this scenario, we believe that the forms of confrontation and resistance go through collective strategies aimed overcoming these historical processes of precarization of work.

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Background Attention-deficit hyperactivity disorder (ADHD) is a public health challenge because it may contribute to academic and psychological difficulties among school children. Though ADHD is a common problem, Taif teachers' knowledge of the disease has never been assessed. Therefore, this study aimed to determine factors that influence ADHD knowledge among female primary schoolteachers in Taif City, Saudi Arabia. Methods This cross-sectional study was conducted on 359 female schoolteachers recruited by stratified random sampling. Participants self-reported demographic and personal data and completed the validated Arabic version of the knowledge of ADHD scale and teacher's attitude toward ADHD questionnaires. Results In Taif, it was determined that 96.4% of female primary schoolteachers had insufficient knowledge of ADHD, notably with nature, causes, consequences, and treatment knowledge. In contrast, 40% had adequate knowledge of the condition's symptoms and diagnosis, and 97.5% exhibited a favorable attitude. There is significantly higher knowledge among private schoolteachers, those who freshly graduated, specialize in learning difficulties, who attended any course/training about ADHD, and whoever taught ADHD children. There was a significant positive weak correlation between teachers' knowledge of ADHD and their attitude. Regression analysis revealed that female schoolteachers specialized in learning difficulties show significantly higher knowledge scores, teachers who never taught an ADHD child had a reduction of 94.6 % in ADHD knowledge, and any increase in the number of ADHD children teachers teaches has significantly increased teachers' knowledge (Overall Model: Chi-Square X2= 69.514, p < 0.000**). Conclusions Our study showed that there was a serious knowledge gap on ADHD among Taif female primary schoolteachers. Therefore, it is strongly recommended to boost teachers' knowledge of ADHD, especially at government schools, through conducting training courses, distributing leaflets intended to address ADHD, and launching awareness campaigns through the media, including social media, television, and radio. It is also recommended that education faculty curricula should include more information on ADHD.

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Teachers are the backbone of any civilized society as they are the keepers of knowledge, wisdom and values. Lack of infrastructure, manpower and resources makes voice the most important tool for a teacher. Teachers need to speak loudly for long periods often under unfavourable circumstances. Increased vocal effort and incorrect phonation techniques can lead to vocal fold tissue damage and vocal fold pathologies and hence voice problems producing adverse effects on teaching performance. To study the prevalence of voice disorders in Indian female secondary school teacher population. To identify the risk factors for the development of voice disorders. A multicentric, cross-sectional observational study of 200 teachers were conducted in 4 schools over a period of 2 years. Female teachers who gave consent and were willing for follow up were included in the study. Details were collected using a structured questionnaire. Subjective analysis by VHI, perceptual analysis by GRABS score, acoustic analysis and direct visualization using Hopkins 70° rigid laryngoscope were done.The prevalence of voice disorders was 18.5%. Risk factors identified were age group 41-60 years, repeated respiratory allergies, comorbidities, constitutional symptoms, increased number of years of teaching and number of lecture hours per week. VHI, GRABS, Acoustic analysis findings were consistent with Rigid Laryngoscopic finding making them effective tools in the assessment of voice.

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Burnout is a serious phenomenon among female kindergarten, primary, and secondary school teachers in China. Previous research has shown that professional identity negatively predicts burnout. However, little is known about the mediating mechanisms underlying this relationship. This study examined the relationship between professional identity and burnout and the mediating roles of work engagement and psychology using a sample of Chinese teachers. A total of 2220 female teachers participated (kindergarten: 16.9%; primary school: 56.7%; secondary school: 26.4%). They answered four questionnaires measuring their professional identity, work engagement, psychological capital, and burnout. PROCESS macro (SPSS 21.0) was used to conduct mediation analyses of work engagement and psychological capital in the relationship between professional identity and burnout. Working simultaneously, work engagement, and psychological capital partially mediated the aforementioned relationship, which could reduce burnout. Working sequentially completely mediated the relationship between professional identity and burnout, and hence, the latter was the lowest. Specific implications are discussed, such as the improvement of professional identity and psychological capital.

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BACKGROUND: Breast cancer is the most frequently diagnosed reproductive organ cancer among women in Ethiopia. Even though breast self-examination (BSE) is shown to be the least expensive, less time-consuming, and non-invasive screening method, the practice of breast self-examination in Ethiopia is poor. Therefore this study aimed to assess breast self-examination practice and predictors among female secondary school teachers using the Health Belief Model. MATERIALS AND METHODS: An institution-based, cross-sectional study was conducted among 589 female secondary school teachers in Addis Ababa, Ethiopia. A self-administered questionnaire containing socio-demographic characteristics, sources of information, knowledge, perception on breast self-examination, and BSE practice was prepared based on the Champion's revised Health Belief Model and used as a data collection instrument. Multi-variable binary logistic regression was employed to identify the predictors of breast self-examination practice with significance set at p < 0.05 by controlling possible confounders. RESULT: Breast self-examination was practiced by 43.6% of female secondary school teachers. Television and radio were the commonest sources of information about breast cancer and breast self-examination. Personal history of breast problem (AOR 3.27, 95% CI 1.13-9.45), teaching experience (AOR 2.46, 95% CI 1.33-4.56), knowledge (AOR 1.06, 95% CI 1.01-1.12) and perceived self-efficacy (AOR 1.07, 95% CI 1.01-1.12) were significantly associated with BSE practice. CONCLUSION: The practice of breast self-examination was found to be low. Perceived self-efficacy, personal history of breast problems, and the knowledge level of female teachers were factors associated with the practice of BSE. This suggests the need for educational programs to enhance knowledge regarding breast cancer and improve the practice of breast self-examination.

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Significant back pain prevalence and intensity are reported in female pedagogues. Due to the COVID-19 pandemic, they have been exposed to remote working conditions, higher psychological demands, and stress. Our objective was to evaluate the back pain prevalence, intensity, and related risk factors in female teachers from Slovak regions in the context of remote learning during the COVID-19 pandemic. An electronic questionnaire was applied for data collection. A total of 782 adult female teachers (age 43.11 ± 0.36, BMI 34.94 ± 5.94) from primary, secondary, and tertiary schools from Slovak regions were included in the survey. Of these, 74% reported cervical pain, 67% lower back pain, and 60% pain in more than one vertebral region. The highest pain intensities were reported in the following cohorts (pain scale 1-5, 1 = no pain, and 5 = extreme pain): pedagogues from the Presov region (3.74), those working in the special education sector (3.83), those who gave five online classes a week (3.58), those who performed no physical activity (PA, 3.86), pedagogues who did not work in compliance with ergonomic recommendations (3.59), those with moderate or severe stress (3.66), and those who were sitting all or most of the time (3.62). The main risk factors identified were: no PA performed, no compliance with ergonomic recommendations, and stress.

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OBJECTIVE: To measure the demand for health insurance policy with special focus on maternity services among working women. METHODS: The cross-sectional study was conducted in Lahore, Pakistan, from October 15 to November 15, 2018, after approval from the Punjab Economic Research Institute, and comprised public and private school teachers of reproductive age. The primary data was collected using a structured questionnaire. Logit model was used to determine the factors affecting the interest level in maternal health insurance. RESULTS: Of the 110 teachers, 54 (49 %) were from private schools and 56 (51%) from public schools. The overall age range was 21-49 years, with 64 (58%) aged 31-40 years. Also, 79 (72%) teachers had completed 16 years of education. Of the total, 63 (57%) respondents were willing to buy maternal health insurance. Income, age, awareness and the type of preceding delivery were important determinants of the willingness to pay for maternal health insurance. CONCLUSION: Providing full insurance coverage during maternity was expected to give financial relief and to also ensure better health conditions of the teachers on re-joining the work.

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Objectives of this study were: (1) to examine gender differences in biomedical indicators, lifestyle behaviors, self-health check practices, receipt of professional non-communicable disease (NCD)-related lifestyle advice, and the use of health services among teachers in Afghanistan; and (2) to seek the patterns of these indicators among users and non-users of health services among both male and female teachers. This cross-sectional study was carried out among 600 schoolteachers in Kabul city in February 2017. Gender differences in percentage distributions of abnormal biomedical indicators, lifestyle behaviors, self-health check practices, and receipt of professional lifestyle advice were examined. These patterns were further analyzed according to the use of health services in the previous 12 months by both genders. The results showed that male teachers had a higher prevalence of hypertension, increased serum triglycerides, physically active lifestyle, and tobacco use than female teachers (28.2/20.4, p = 0.038; 47.0/37.9, p = 0.040; 54.3/40.9, p = 0.002; 15.8/0.7, p < 0.001, respectively); female teachers had a higher prevalence of increased serum LDL cholesterol, overweight/obesity, and frequent consumption of fruits/vegetables than male teachers (61.3/50.8, p = 0.018; 64.7/43.5, p < 0.001; 71.4/53.8, p < 0.001, respectively). Female teachers were more likely to receive professional lifestyle advice related to NCDs than male teachers. Although users of health services practiced self-health checks and received professional lifestyle advice more frequently than non-users, abnormal biomedical indicators were similarly shown among users and non-users of health services in both genders. In conclusion, high prevalence of abnormal biomedical indicators was indicated in both male and female teachers, although the specific abnormal biomedical indicators differed by gender. Users and non-users of health services presented a similar prevalence of these abnormal indicators. Understanding the differences in patterns of NCD risk factors is essential when developing gender-informed policies.

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Resumen El objetivo de esta investigación fue conocer y analizar los principales factores de riesgo psicosocial a los que están expuestas las profesoras que trabajan en universidades online. Para ello, se realizaron 20 entrevistas en profundidad fenomenológicas, tomando como referencia el modelo de Seidman, a 10 mujeres que trabajan bajo esta modalidad, para obtener una comprensión global y holística del problema a partir de sus puntos de vista y del contexto en el que se hallan inmersas. Los resultados muestran la existencia de distintos factores psicosociales de riesgo, como sobrecarga mental cuantitativa, subcarga mental cualitativa, aislamiento, conflicto de rol y sobrecarga emocional, aspectos que deberían formar parte de los programas preventivos y de intervención psicosocial adecuados a las características particulares de la mujer, lo cual contribuirá a promover una organización saludable, cuyo propósito no es solo intervenir sobre los aspectos disfuncionales, sino lograr la salud y bienestar de sus trabajadores, potenciando al máximo el desarrollo de la organización y sus empleados.

Abstract The advancement and integration of new Information and Communication Technologies (ICT) in the workplace has led to the emergence of new formulae such as teleworking, which have crossed the boundaries of space and time, modifying the working stage, the way of supervision of work and the reconciliation between family and personal life. Within this frame of reference, workers are more exposed to new risks emerging, like the technostress and burnout issues, as well as the trouble reconciling professional and family life, which result in negative effects on people, and can generate a higher level of exhaustion, dissatisfaction, and professional wear. In this context, the aim of this study is to know and analyze the main psychosocial risk factors female online university teachers are exposed. The interview on phenomenological depth, taking as reference the Seidman´s model, was used as a data collection technique. In particular, two scripts, one for each of the interviews to be done, were developed and we proceeded to validate them through consultation of 15 experts from the field of safety and health and university teaching, and through the Lawshe content validity study (1975), recommended by Cardona (2006), as a quantitative validity criterion, and the observations and suggestions made by the experts as a qualitative validity criterion. In practice, 20 phenomenological interviews were conducted with 10 women working under this labor formula, to obtain a comprehensive understanding and holistic approach to the problem from their point of view and the context in which they are immersed. The results show the existence of several psychosocial risk factors related to the position and the social environment. As regards the position-related psychosocial risk factors, the findings show the existence of quantitative mental overload, associated with intense periods of work or peaks of work, which are specific moments, linked to the dynamics of temporary teaching online and teaching in general, where work load increases substantially, doubling the amount of work to be carried out. Another psychosocial risk factor perceived negatively by participants, also refers to the qualitative mental under load, which occurs during certain academic monotonous and repetitive activities when teaching online. On the other hand, in relation to psychosocial factors associated with the social and organizational sphere, the isolation of participants working in their home is highlighted. This isolation is related both to the lack of contact with peers, to the absence of spontaneous talks and emotional support, that is, to the loss of informal interaction in the workplace, and to the need to share doubts, to work together on a common educational Project or to homogenize criteria in the same subjects taught by different teachers. On the other hand, the online female teachers reveal in their speeches different situations of personal-role conflict, in which demands are produced, focused mainly on situations of evaluation of both academic work and exams, which are incompatible with their beliefs and values. Finally, the results of the present study indicate the emotional over load due to conflicts with students, usually relating to their assessment. The above supports the need for further research in this field, aimed at developing and implementing preventive and psychosocial risk intervention programmes in the university context, which have an impact on the organizational and personal scope and which are adequate to the characteristics of women. This will help promote a healthy organization, an organization that develops healthy practices of structuring and managing work processes that would influence the development of healthy employees, whose purpose is not only to intervene on the dysfunctional aspects, but attain the welfare of its workers achieving the highest increase in the development of the organization and its employees.

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Resumo Este estudo investiga a sistematização de saberes sobre a educação física em forma de monografias, escritas por alunas da EsEFES e publicadas em impressos locais entre 1933 e 1936. Usa os conceitos estratégia e tática para dar a ver as lutas de representação sobre os saberes autorizados da educação física e opera com o paradigma indiciário na análise das fontes. Trabalha, como fontes, com o Arquivo Permanente do Cefd/Ufes, o Diário da Manhã e a Revista de Educação. As monografias publicadas revelam as práticas discursivas autorizadas na EsEFES. A reprodução dos saberes é vista como uma tática empregada por professoras, que buscaram, dentro de um espaço dominado pelos homens, obter capital simbólico para se tornar autoridades em educação física no Espírito Santo.

Abstract It investigates the systematization of knowledge about Physical Education in the monographs, written by the female students of EsEFES and published in local prints between 1933 and 1936. It uses the concepts of strategy and tactics to show of the representations struggles about the authorized knowledge of Physical Education and operates with the indiciary paradigm in the analysis. As sources, it works with the Permanent Archive of Cefd/Ufes, the Diário da Manhã and the Revista de Educação. The published monographs reveal the discursive practices authorized in the EsEFES. The reproduction of knowledge is seen as tactic employed by the teachers, who sought, within a male-dominated space, to obtain symbolic capital to become authorities on physical education in Espírito Santo.

Resumen Estudia la sistematización del conocimiento sobre educación física en forma de monografías, escritas por alumnas del EsEFES y publicadas en periódicos locales entre 1933 y 1936. Utiliza los conceptos estrategia y táctica para poner de manifiesto las luchas de representaciones sobre el conocimiento autorizado de educación física y trabaja con el paradigma indiciário en los análisis de las fuentes. Utiliza como fuentes el Archivo Permanente del Cefd/Ufes, el Diário da Manhã y la Revista de Educação. Las monografías publicadas revelan las prácticas autorizadas en la EsEFES. Se aprecia la reproducción del conocimiento como una táctica de las profesoras, las cuales, en un espacio dominado por hombres, trataron de obtener capital simbólico para convertirse en autoridades sobre educación física en el estado de Espíritu Santo.

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Objective - to create and hold psychophysiological monitoring elderly organism female teachers in the school year dynamics. The study was conducted with the participation of 30 female teachers aged 60-61 years at the beginning of the year (background level) and 5, and 9 months of teaching in the school. We studied 5-minute recording portions of the electrocardiogram using a program «Poly-Spectrum-Rhythm¼ (the limited liability company «Neurosoft¼); lung function - using the apparatus «Spirosoft-5000¼; psycho-emotional state of teachers in the dynamics of the school year - on the method of SUN (state of health, activity, mood). By the end of the school year biased increased sympathetic influence of the autonomic nervous system on the body of teachers that have been associated with some violation of the rhythmic activity of the heart on the background of destabilization of sinus rhythm and vegetative balance of the organism; indicators of forced expiratory volume in the first second the teachers were not significantly below baseline values, indicating a decline in the functional reserves of the respiratory system; there has been a strong tendency to deterioration of mental and emotional state of women teachers elderly. Consequently, the dynamics of the school year it is advisable to monitor the activities of the body of female teachers the elderly with a view to the possible prevention of various diseases and abnormalities in health status.

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BACKGROUND: Breast cancer is one of the most common cancers in females. Methods of screening are the best among early detection methods. The goal of this study is effect of education on preventive behaviors of breast cancer in female teachers of guidance schools of Zahedan city based on health belief model. MATERIALS AND METHODS: This study was a semi-experimental, a kind of case-control research. This study was carried on 240 female teachers in guidance schools, Zahedan city, in 2011-2012 academic years with multi-stage sampling. Data collection tool was a questionnaire that was used after confirmation of validity and reliability. Data were collected with questionnaire after analysis, educational intervention with lecture, view video, group discussion, question and answer performed. Two month after intervention, secondary evaluation was performed. Collected data with SPSS software and appropriate statistical tests like: Paired t-test, independent t-test, regression analysis, Chi-square were analyzed. RESULTS: Persons mean age in this study was 39.40(±7.4) years. In awareness item and health belief model constructs (awareness, perceived susceptibility, perceived seriousness, perceived benefits, perceived barriers, self-efficiency, behavior) and also practice, paired t-test showed significant difference among before and after education (P > 0.0001). In two groups based on Chi-square in level of education and married status, there were no significant differences. Also, regression analysis outcomes showed that perceived barriers had the most effect on behavior, and this construct could be predictor of preventive behaviors from breast cancer. CONCLUSIONS: The findings of this study could conclude that educational programs designed based on the health belief model have significant impact on improving preventive treatment of breast cancer. Given the fact that Iran has a very high incidence of breast cancer, since Iranian women's awareness level and performance specially research samples according to educational level (associate degree and higher) and employment conditions as model for today girls and future mothers in breast cancer screening before educational intervention was very low. So, due to need, increasing women's awareness in health belief model framework to promote preventive behaviors is recommended.

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Teachers often undertake nighttime work involving exam corrections, projects and devising lesson plans in theirhomes. Many present excessive daytime sleepiness (EDS) and depression. Objective: The objective of this study was toevaluate EDS and depression in teachers from public schools. Methods: 201 female teachers were evaluated in the districtof Quipapá/PE, Brazil. Among the study sample, 38 working 1 shift (CONTROL 1), 40 working 2 shifts (CONTROL 2) and123 working 3 shifts (WTeachers-3T). The subjects were submitted to evaluation by the Epworth Sleepiness Scale and Beck Depression Inventory (BDI).The EDS data were analyzed by the Kruskal-Wallis test with Dunns multiple comparison, p<0.05and expressed in MEDIAN (MINIMUM - MAXIMUM) whereas the depression data were analyzed by the Chi-square test,with p<0.05, expressed in percentage. Results: WTeachers-3T presented excessive daytime sleepiness and higher ratesof mild (24%) and moderate (37%) depression compared to controls - Control 1: mild (8%) and moderate (11%) - Control2: mild (5%) and moderate (15%). Conclusion: This study found that teachers in the Quipapá municipality of Penambucostate working three shifts showed excessive daytime sleepiness and a higher percentage of mild and moderate depression compared to teachers working only one (1) or two (2) shifts.

Professores têm trabalhado muito no período noturno com correções de provas, trabalhos e elaborando planejamento de ensino em suas casas. Muitos estão apresentando sonolência excessiva diurna (SED) e depressão.Objetivo: O objetivo deste trabalho foi avaliar sonolência excessiva diurna e depressão em professoras da rede pública. Métodos: Foram avaliadas 201 professoras do município de Quipapá/PE, Brasil, sendo 38 que trabalham em 1 turno(CONTROLE 1), 40 que trabalham em 2 turnos (CONTROLE 2) e 123 que trabalham em 3 turnos (PROFas-3T). Os sujeitos foram avaliados pela Escala de Sonolência de Epworth e pelo Inventário de Depressão de Beck. Os dados referentes à SE foram analisados pelo teste Kruskal-Wallis com comparação múltipla em Dunn, p<0,05 e expressos em MEDIANA(MÍNIMO - MÁXIMO) e os dados referentes à depressão foram analisados pelo teste qui-quadrado, com p<0,05, expressos em percentuais. Resultados: PROFas-3T apresentam sonolência excessiva e apresentam maior percentual de depressão leve (24%) e moderada (37%) comparadas a seus controles - CONTROLE 1: leve (8%) e moderada (11%) -CONTROLE2: leve (5%) e moderada (15%). Conclusão: Este estudo observou que professoras da rede municipal de Quipapá/PE que trabalham em 3 turnos apresentam sonolência excessiva e maior percentual de depressão leve e moderada comparadasàs professoras que trabalham em 1 (um) ou em 2 (dois) turnos.

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Teachers often undertake nighttime work involving exam corrections, projects and devising lesson plans in their homes. Many present excessive daytime sleepiness (EDS) and depression. OBJECTIVE: The objective of this study was to evaluate EDS and depression in teachers from public schools. METHODS: 201 female teachers were evaluated in the district of Quipapá/PE, Brazil. Among the study sample, 38 working 1 shift (CONTROL 1), 40 working 2 shifts (CONTROL 2) and 123 working 3 shifts (WTeachers-3T). The subjects were submitted to evaluation by the Epworth Sleepiness Scale and Beck Depression Inventory (BDI).The EDS data were analyzed by the Kruskal-Wallis test with Dunn's multiple comparison, p<0.05and expressed in MEDIAN (MINIMUM - MAXIMUM) whereas the depression data were analyzed by the Chi-square test, with p<0.05, expressed in percentage. RESULTS: WTeachers-3T presented excessive daytime sleepiness and higher rates of mild (24%) and moderate (37%) depression compared to controls - Control 1: mild (8%) and moderate (11%) - Control 2: mild (5%) and moderate (15%). CONCLUSION: This study found that teachers in the Quipapá municipality of Penambuco state working three shifts showed excessive daytime sleepiness and a higher percentage of mild and moderate depression compared to teachers working only one (1) or two (2) shifts.

Professores têm trabalhado muito no período noturno com correções de provas, trabalhos e elaborando planejamento de ensino em suas casas. Muitos estão apresentando sonolência excessiva diurna (SED) e depressão. OBJETIVO: O objetivo deste trabalho foi avaliar sonolência excessiva diurna e depressão em professoras da rede pública. MÉTODOS: Foram avaliadas 201 professoras do município de Quipapá/PE, Brasil, sendo 38 que trabalham em 1 turno (CONTROLE 1), 40 que trabalham em 2 turnos (CONTROLE 2) e 123 que trabalham em 3 turnos (PROFas-3T). Os sujeitos foram avaliados pela Escala de Sonolência de Epworth e pelo Inventário de Depressão de Beck. Os dados referentes à SE foram analisados pelo teste Kruskal-Wallis com comparação múltipla em Dunn, p<0,05 e expressos em MEDIANA (MÍNIMO - MÁXIMO) e os dados referentes à depressão foram analisados pelo teste qui-quadrado, com p<0,05, expressos em percentuais. RESULTADOS: PROFas-3T apresentam sonolência excessiva e apresentam maior percentual de depressão leve (24%) e moderada (37%) comparadas a seus controles - CONTROLE 1: leve (8%) e moderada (11%) - CONTROLE 2: leve (5%) e moderada (15%). CONCLUSÃO: Este estudo observou que professoras da rede municipal de Quipapá/PE que trabalham em 3 turnos apresentam sonolência excessiva e maior percentual de depressão leve e moderada comparadas às professoras que trabalham em 1 (um) ou em 2 (dois) turnos.

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OBJECTIVES: Teachers are at the risk of developing minor psychiatric morbidity (MPM) because of the stressfulness of their job. This may lead to a significant decrease in their teaching effectiveness and to the development of serious health problems, if not detected early and managed appropriately. The objectives of this study were to determine the prevalence of MPM among female teachers in girls' secondary schools in Tabuk, and to analyze certain important associated demographic characteristics. METHODS: This was a cross-sectional study. First, a proportional cluster sample was selected randomly from the three sectors of schools in Tabuk, from which female teachers (198 out of a total of 517) in the selected schools were included in the study. Data on MPM and demographic characteristics were collected by means of the General Health Questionnaire 30 (GHQ30), a validated and extensively used instrument for identifying MPM RESULTS: Out of 198 participants, 187 completed the GHQ30 giving a response rate of 94.4%. The prevalence of MPM among them was 59.4% (111 participants). The variables with a statistically significant association with MPM were as follows: young age, nationality, positive participant psychiatric history, family history of medical and/or psychiatric problems, and divorced and widowed. No statistically significant associations were found with participants' medical problems or their mental status, either single or married, housing type, monthly income, the number of children in a family, and the number of family members. CONCLUSION: The finding of a high prevalence of MPM (59.4%) indicates that all participants may be at risk. Hence, appropriate and timely management, as well as social support are needed. Studies focusing on the causes and how to manage them will also be required.