Trabalho docente e saúde mental de professores brasileiros na pandemia covid-19
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In recent years, there has been significant growth in mental disorders among teachers. Additionally, due to the Covid-19 pandemic, the transition from in-person to remote teaching has accentuated the precariousness of teaching work and, in many cases, has led to increased workload, flexibility processes, and work intensification. The objective of this research is to investigate the predictors of Common Mental Disorders (CMDs) among basic education teachers during the Covid-19 pandemic, considering the work context, variables related to experiences during this period, and sociodemographic characteristics. A total of 14,374 teachers participated in this study. The majority of respondents were from the Northeast region (62.5%), followed by the Southeast (23.6%), Midwest (6.5%), North (5.6%), and South (1.8%) regions. Data collection utilized the Self-Reporting Questionnaire (SRQ-20) for screening Common Mental Disorders, the Remote Teaching Work Context Assessment Scale (EACTDR), along with sociodemographic questions and questions related to the pandemic context. The results showed that approximately a quarter of the sample exhibited indications of CMDs, and regarding the predictors, the variables with the largest effect sizes were, in this order, work organization, socio-professional relationships, age, and gender.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.007 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it