An Integrated School Health Teacher for Whole Student Health in China: Professional Competency Inventory.

This study aimed to develop a professional competency inventory for integrated school health teachers in the Chinese schooling system. It generated initial competency items through conducting job task analyses, group interviews, and expert consultations, which proposed 75 items in the following fields: general quality, basic health service, school health education, and school health management. A total of 312 school health administrators/instructors, principals, in-service health teachers, and preservice health teachers were surveyed during 2018-2019. Respondents valued aspects of health teacher's professional competency differently. Exploratory factor analyses finally extracted 9 domains, and 70 competency standards were retained. The Cronbach's α level was .983, with value for each domain ranging from .855 to .955. The final competency inventory for school health teachers contained 4 fields, 9 domains with 70 competencies. It provided a reliable framework for specialized training, evaluation, and professional development for school health teachers. The study also interpreted the differences in importance perception of competencies among stakeholders, provided across cultural views for elaborating values and meanings of school health personnel all over the world.

Coletiva de imprensa: anúncios do Governo SP - 18/09/2020

Nesta sexta-feira (18), o Estado de São Paulo registra 33.678 óbitos e 924.532 casos confirmados do novo coronavírus. Entre o total de casos diagnosticados de COVID-19, 770.664 pessoas estão recuperadas, sendo que 101.687 foram internadas e tiveram alta hospitalar. As taxas de ocupação dos leitos de UTI são de 48,5% na Grande São Paulo e 49,1% no Estado. O número de pacientes internados é de 9.676 sendo 5.673 em enfermaria e 4.003 em unidades de terapia intensiva, conforme dados das 10h desta sexta (18). Hoje, os 645 municípios têm pelo menos uma pessoa infectada, sendo 559 com um ou mais óbitos. A relação de casos e óbitos confirmados por cidade pode ser consultada em: www.saopaulo.sp.gov.br/coronavirus. Entre as vítimas fatais estão 19.461 homens e 14.217 mulheres. Os óbitos continuam concentrados em pacientes com 60 anos ou mais, totalizando 76,1% das mortes. Observando faixas etárias, nota-se que a mortalidade é maior entre 70 e 79 anos (8.615), seguida pelas faixas de 60 a 69 anos (7.926) e 80 e 89 anos (6.847). Entre as demais faixas estão os: menores de 10 anos (40), 10 a 19 anos (62), 20 a 29 anos (277), 30 a 39 anos (958), 40 a 49 anos (2.229), 50 a 59 anos (4.453) e maiores de 90 anos (2.271). Os principais fatores de risco associados à mortalidade são cardiopatia (59,4% dos óbitos), diabetes mellitus (43,2%), doenças neurológicas (10,8%) e renal (9,6%), pneumopatia (8,3%). Outros fatores identificados são obesidade (7,6%), imunodepressão (5,6%), asma (3%), doenças hepáticas (2,1%) e hematológica (1,8%), Síndrome de Down (0,5%), puerpério (0,1%) e gestação (0,1%). Esses fatores de risco foram identificados em 27.033 pessoas que faleceram por COVID-19 (80,3%). Entre as pessoas que já tiveram confirmação para o novo coronavírus estão 431.453 homens e 486.988 mulheres. Não consta informação de sexo para 6.091 casos. A faixa etária que mais concentra casos é a de 30 a 39 anos (218.676), seguida pela faixa de 40 a 49 (192.331). As demais faixas são: menores de 10 anos (22.262), 10 a 19 (42.827), 20 a 29 (154.883), 50 a 59 (139.430), 60 a 69 (84.245), 70 a 79 (42.856), 80 a 89 (20.537) e maiores de 90 (5.995). Não consta faixa etária para outros 490 casos.

Improved Quality of Life in the Pediatric Patient on Hemodialysis: Academic Success with Implementation of a Full-Time Schoolteacher.

Children living with kidney failure who are on hemodialysis are at risk for having a poor quality of life. Within the pediatric hemodialysis unit, patients were not receiving adequate educational services. Alternative school options available for patients on hemodialysis were insufficient to meet their needs. This deficit contributed to patients' academic failures, and decreased their self-esteem and quality of life. To improve academic services for patients on hemodialysis, a full-time schoolteacher was employed. The addition of the hemodialysis schoolteacher supported patients' academic success, which led to a significant improvement in the patients' quality of life.

Evaluating critical success factors in implementing E-learning system using multi-criteria decision-making.

Learning using the Internet or training through E-Learning is growing rapidly and is increasingly favored over the traditional methods of learning and teaching. This radical shift is directly linked to the revolution in digital computer technology. The revolution propelled by innovation in computer technology has widened the scope of E-Learning and teaching, whereby the process of exchanging information has been made simple, transparent, and effective. The E-Learning system depends on different success factors from diverse points of view such as system, support from the institution, instructor, and student. Thus, the effect of critical success factors (CSFs) on the E-Learning system must be critically analyzed to make it more effective and successful. This current paper employed the analytic hierarchy process (AHP) with group decision-making (GDM) and Fuzzy AHP (FAHP) to study the diversified factors from different dimensions of the web-based E-Learning system. The present paper quantified the CSFs along with its dimensions. Five different dimensions and 25 factors associated with the web-based E-Learning system were revealed through the literature review and were analyzed further. Furthermore, the influence of each factor was derived successfully. Knowing the impact of each E-Learning factor will help stakeholders to construct education policies, manage the E-Learning system, perform asset management, and keep pace with global changes in knowledge acquisition and management.

Characterizing Shared and Unique Implementation Influences in Two Community Services Systems for Autism: Applying the EPIS Framework to Two Large-Scale Autism Intervention Community Effectiveness Trials.

The purpose of this study was to examine common and unique factors influencing implementation process for two evidence-based interventions for children with autism spectrum disorder (ASD) in mental health and education service contexts. This study prospectively collected qualitative data from intervention developers and research staff on the implementation process within the context of two separate ASD intervention effectiveness trials. Results reveal common and unique factors influencing implementation in both study contexts. Implementation leadership and provider attitudes and motivation emerge as key influences on implementation across systems. These findings provide promising targets for modular implementation interventions that can be leveraged within growing, large-scale translation efforts in usual care.

School-based obesity prevention for busy low-income families-Organisational and personal barriers and facilitators to implementation.

BACKGROUND: Little research has targeted multiple-level barriers and facilitators in school-based parental support programmes. This qualitative study aims to describe barriers and facilitators, at organisational and personal levels, that teachers and parents in disadvantaged settings in Sweden perceived as influencing the implementation of the Healthy School Start II (HSS II) intervention. METHODS: Data collection, analysis and interpretation were guided by the Consolidated Framework for Implementation Research (CFIR). Focus groups and interviews were conducted with 14 parents and ten teachers within the HSS II trial. Data were analysed using qualitative content analysis in a deductive step using the three CFIR domains-inner and outer setting, and personal characteristics-followed by an inductive analysis. RESULTS: The theme 'being on the same page-getting burdened teachers and parents to work on common ground' was found. Among teachers, barriers and facilitators were related to the structure of the schoolwork and curriculum, involvement from other staff and school management, the practical school workday, perception of high family needs but low parental interest, insufficient resources in the families, and teacher's personal knowledge, interests, and opinions about health and food. For parents, barriers and facilitators were related to the perceived family needs and resources, parents' health knowledge, consensus about healthy behaviours and ability to cooperate, and school involvement in health issues and the intervention. CONCLUSION: Interventions should facilitate parents' and teachers' work on common ground, with activities suitable for a stressful and burdensome workday and everyday life. This could be achieved by integrating evidence-based practices within school routines, and including activities that are practicable despite parents' stressful lives, and that increase parental consensus about promoting health. Strategies to increase involvement of parents in families with high needs are necessary. Also, this study suggests an expansion of the CFIR to capture the interface between different micro-level organisations, and account for several delivering/receiving organisations.

Diagnosing the current state of out-of-field teaching in high school science and mathematics.

The U.S. government has acknowledged the critical role that teachers play in the production of Science, Technology, Engineering, and Mathematics (STEM) professionals who will drive our nation's economy. The No Child Left Behind Act of 2001 (NCLB) was passed to improve the quality of education nationwide, in part, by decreasing the number of out-of-field (OOF) teachers. However, the impact of NCLB and related efforts on the current state of OOF teaching in high school science and mathematics has yet to be examined. Our analysis of data from the National Teacher and Principal Survey (NTPS) indicates that from 2003-2016, the proportion of OOF teachers in chemistry and physics has increased, and there has been an increase in the number of students assigned to OOF teachers across subjects. We discuss the societal impact of our results and the critical role that policymakers, school administrators, and academic institutions, particularly university faculty, can play in its solution.

Quality Assurance in Teaching K-12 Health Education: Paving a New Path Forward.

To be effective, school health instruction should be taught by health educators who have graduated from accredited health education teacher education programs and are certified in health education. Unfortunately, the nation has failed to ensure that all those who teach health in schools are well prepared. States vary in the required coursework for health teachers in terms of initial licensure and continuing education for licensure renewal; most elementary teachers are not required to receive preparation in health education; health education and physical education are often viewed as synonymous disciplines; support for in-service education of health teachers is often lacking; and more research is needed in professional preparation and development of school health educators. This article provides a call to action in five areas to strengthen both the professional preparation and professional development of school health educators. Given that education is a social determinant of health, public health educators must become stronger allies in supporting school health to promote health equity. Public health practitioners can advocate to state and community school decision makers for comprehensive school health education taught by teachers with appropriate professional preparation and certification in health education. Public health faculty can educate their students about the Whole School, Whole Community, Whole Child framework and effective strategies for its implementation, and seek rigorous professional preparation and certification and accreditation standards for their school teacher preparation programs. National health and education organizations can call for new leadership and investments in health education teacher preparation and development for a brighter future.

Uberization of work: a new phenomenon among schoolteachers in São Paulo State, Brazil? / Uberização do trabalho: um fenômeno de tipo novo entre os docentes de São Paulo, Brasil?

This essay aims to problematize and discuss the degree to which uberization of work can actually be characterized as a new phenomenon. The study is based on qualitative research and document analysis concerning hiring formats for teachers from 1999 to 2017. The article reconstructs the historical process of labor relations under the São Paulo state government, Brazil, marked by intentional flexibilization and oriented by the intrinsic principles of New Public Management. Beyond the digital economy, Uber has propagated even more flexible methods than those seen after industrial restructuring, promoting and featuring workers without contracts, the intensification of work, and minimal earnings. The parallel with teaching revisits the historical roots of precarious labor relations with teachers and shows that such characteristics are not a new phenomenon for the teaching profession. The study shows similar characteristics to those practiced by Uber and concludes that there is a process of quasi-uberization of teaching. The study also identifies strong signs of the dismantling of teachers' collective representation, since the profession is divided into three groups. Each group shows specific characteristics that accentuate the nuances in the individualization of work, a strategy coupled with managerialism and the observation that neoliberalism affects individuals, altering values and subjectivities, extolling competition and individualism in work processes.

O presente ensaio visa a problematizar e discutir em que medida a uberização do trabalho se caracteriza, de fato, como um fenômeno de tipo novo. O estudo apoia-se em pesquisas qualitativas e em análise documental referentes às formas de contratação entre 1999 e 2017. Procede-se, para tal análise, à construção do processo histórico das práticas concernentes às relações de trabalho pelo Governo Estadual de São Paulo, Brasil, as quais são marcadas pela flexibilização intencional, orientadas pelos princípios intrínsecos da Nova Gestão Pública. Constata-se que a empresa Uber, para além da economia digital, propagou formas ainda mais flexíveis das observadas durante e após a reestruturação produtiva, propalando e visibilizando o trabalhador sem contrato, a intensificação do trabalho e os ganhos minimizados. A correspondência com o trabalho docente recupera as raízes históricas da fundação das relações precárias com a categoria e revela que tais características não se configuram como de tipo novo entre os que exercem a profissão. Averiguam-se características semelhantes às praticadas pela Uber e, portanto, conclui-se que há um processo de quasi-uberização concernente ao trabalho docente. Apreende-se, igualmente, a presença de fortes sinais do esfacelamento dos coletivos, posto que se divide em três grupos, identificados nos estudos realizados. Cada grupo apresenta particularidades que acentuam as nuances dos processos de individualização no trabalho, estratégia acoplada ao gerencialismo e à constatação de que o neoliberalismo atinge os indivíduos, alterando valores e subjetividades, exaltando a competitividade e o individualismo nos processos de trabalho.

Este ensayo pretende problematizar y discutir en qué medida la uberización del trabajo se caracteriza, de hecho, como un nuevo tipo de fenómeno. El estudio se apoya en investigaciones cualitativas y en un análisis documental, referente a las formas de contratación entre 1999 y 2017. Se procede, para tal análisis, a la construcción del proceso histórico de las prácticas concernientes a las relaciones de trabajo por el gobierno del estado de São Paulo, Brasil, que están marcadas por la flexibilización intencionada, orientadas por los principios intrínsecos de la Nueva Gestión Pública. Se constata que la empresa Uber, más allá de la economía digital, propagó formas incluso más flexibles que las observadas durante y tras la reestructuración productiva, generalizando y visibilizando al trabajador sin contrato, además de conseguir una intensificación del trabajo y beneficios minimizados. La correspondencia con el trabajo docente recupera raíces históricas, basadas en relaciones precarias con la categoría profesional, y revela que tales características no se configuran como un nuevo tipo de relación laboral entre quienes ejercen la profesión. Se investigan características semejantes a las practicadas por Uber y, por tanto, se concluye que existe un proceso de uberización concerniente al trabajo docente. Se percibe, igualmente, la presencia de fuertes señales del resquebrajamiento de los colectivos, puesto que se dividen en tres grupos, identificados en los estudios realizados. Cada grupo presenta particularidades que acentúan los matices de los procesos de individualización en el trabajo, estrategia acoplada al mercantilismo, y a la constatación de que el neoliberalismo alcanza a los individuos, alterando valores y subjetividades, exaltando la competitividad y el individualismo en los procesos de trabajo.

The Influence of Health Education Teacher Characteristics on Students' Health-Related Knowledge Gains.

BACKGROUND: Studies have examined relationships between teacher characteristics and student achievement in courses such as math and science. This study is among the first to examine effects of teacher characteristics on student knowledge in a health course. METHODS: Student (N = 6143) pretest and posttest data were linked to teacher (N = 67) data. Changes in student knowledge scores from pre- to postcourse were explored using mixed-effects linear models. Teacher characteristics included professional development (PD) attendance, having a dedicated classroom, certification type, educational background, years' experience, and athletic coaching status. RESULTS: Teacher characteristics associated with greater student knowledge gains included: being certified to teach health versus not certified (p < .001), having a dedicated classroom versus no classroom (p = .017), and for middle school teachers, having attended ≥3 PD sessions versus ≤2 (p = .023). Less knowledge gain was associated with teachers that coached versus noncoaches (p = .040) and having a health degree versus no health degree (p = .049). Post hoc analyses revealed the negative effect of health degree was only significant among coaches (p = .026). CONCLUSIONS: Findings suggest opportunities for maximizing student knowledge gains through tailored selection of health teachers and provision of appropriate teaching support.

Joint effect of paid working hours and multiple job holding on work absence due to health problems among basic education teachers in Brazil: the Educatel Study.

The objectives were to assess the joint effect of working hours paid per week and multiple job holding on sickness absence, by sex, among basic education teachers in Brazil. This study is based on a survey carried out over a representative sample of 5,116 active basic education teachers in Brazil between 2015 and 2016 (Educatel Study). We created a dummy variable to assess the joint effect of weekly paid working hours [standard (35-40 hours); part-time (< 35 hours); moderately long (41-50 hours); and very long (> 50 hours)] and multiple job holding (working in several schools - no/yes). Working 35-40 hours in one school was the reference category. We conducted Poisson regression models with robust variance to obtain prevalence ratios (PR) and 95% confidence intervals (95%CI) of the association with self-certified sickness absence and medically certified sickness absence. Models were adjusted for age, type of contract and salary, and stratified by sex. Significant associations with sickness absence were only found among teachers working in more than one school. Associations with self-certified sickness absence were found among women with standard and men with moderately long working hours, and for both women and men working > 50 hours (PR: 1.21, 95%CI: 1.09-1.35; PR: 1.40, 95%CI: 1.18-1.66; respectively). Associations with medically certified sickness absence were found among teachers working > 50 hours, among women (PR: 1.30, 95%CI: 1.03-1.63) and men (PR: 1.41, 95%CI: 1.04-1.92). Teachers working longer hours in several schools could be suffering health problems, deriving in work absence.

Pressure to work, health status, and work conditions of schoolteachers in Basic Education in Brazil. / Pressão laboral, saúde e condições de trabalho dos professores da Educação Básica no Brasil.

Diseases in general and work absenteeism due to illness are prevalent among schoolteachers in Basic Education, whose mission is essential for preparing future citizens. This study study aimed to produce information on demographics, characteristics of the schools and school systems, and health status of the group of teachers that felt pressured to work even when sick. The probabilistic sample was calculated by simple random selection in order to represent the total universe of 2,229,269 Brazilian schoolteachers working in Basic Education (preschool-12). Teachers answered a multi-thematic questionnaire by telephone. The question leading to the outcome variable, "Do you experience difficulty missing work even when you're feeling pain or have some other health problem?", was tested and validated. The answer allowed empirically operationalizing the concept of pressure to work when sick. The multivariate analysis used Pearson's chi-square test and the decision tree method. The final model's fit was assessed by estimating the risk of incorrect classification. The tree's subdivisions pointed to weak social support as the first determinant of pressure to work, 55% reported difficulty missing work when they were feeling pain or having some other health problem, and 70% of the group that rated their health as bad or very bad felt pressured to appear for work even when sick or in pain. The associated factors were: weak social support, an agitated workplace due to unruly students, and health problems that were considered work-related diseases. Given the goals of valuing schoolteachers in Basic Education, attention should be given to gender differences, management styles, and infrastructure in the schools.

Task planning for sports learning by physical education teachers in the pre-service phase.

Planning the learning task is one of the principal actions that a teacher should engage in, and it is important to know how teachers in the pre-service phase plan learning and communication tasks and the feedback that they use in the classroom. The aim of the present study was twofold: i) to characterize the learning tasks designed by the pre-service physical education teachers; and ii) to identify the relationships between the variables that define the learning tasks and the phases into which a session is structured in Physical Education Teacher Education (PETE) in the pre-service phase. The sample comprised 695 learning tasks designed by fourteen pre-service phase teachers. The independent variable was the lesson structure and the dependent variables were the learning means, the game situation, the game phase, the space where the students practice, the use of the ball in the task, and the kind of feedback provided in the learning tasks. The high predominance of exercises, unspecific games, and no opponent situations, coupled with the low percentage of reflexive feedback, indicates that the pre-service teachers give prevalence to technical over tactical learning. In addition, pre-service teachers show preferences for some of the task characteristics for each part of the lesson structure. Teachers in PETE pre-service phase tasks tend to follow a more traditional methodology, despite having received information about the different methods of sports teaching in their initial training. The current findings seems to indicate a resistance to changing a traditional model for other models centered on game comprehension.

A cluster randomised controlled trial of an intervention to increase the implementation of school physical activity policies and guidelines: study protocol for the physically active children in education (PACE) study.

BACKGROUND: In an attempt to improve children's physical activity levels governments have introduced policies specifying the minimum time schools are to schedule physical activity each week. Despite this, the majority of schools in many jurisdictions fail to implement these policies. This study will assess the effectiveness of a multi-component implementation strategy on increasing the minutes of planned physical activity scheduled by primary school teachers each week. METHODS: A cluster randomised controlled trial will be conducted in 62 primary schools in the Hunter New England region of New South Wales, Australia. Schools will be randomly allocated to receive either a multi-component implementation strategy that includes; obtaining executive support, training in-school champions, provision of tools and resources, implementation prompts, reminders and feedback; or usual practice. The study will employ an effectiveness-implementation hybrid design, assessing both policy implementation and individual (student) behavioural outcomes. The primary trial outcome of mean minutes of physical activity scheduled by classroom teachers across the school week will be measured via teacher log-book at baseline and approximately 12 and 18 months post baseline. A nested evaluation of the impact of policy implementation on child physical activity will be undertaken of students in Grades 2 and 3. Analyses will be performed using an intention to treat framework. Linear mixed effects regression models will be used to assess intervention effects on the primary outcome at both follow-up periods. DISCUSSION: This study will be the one of the first well powered randomised trials internationally to examine the impact of an implementation strategy for a physical activity policy in primary schools and will address a fundamental research translation gap. Given the dearth of research, the findings will be important in informing future implementation efforts in this setting. TRIAL REGISTRATION: ANZCTR ACTRN12617001265369 version 1 registered 1st September 2017.

A Systematic Review and Content Analysis of Classroom Teacher Professional Development in Nutrition Education Programs.

Many nutrition programs include classroom-based education. Schoolteachers are relied upon to deliver these programs despite gaps in nutrition education motivation, knowledge, and self-efficacy. Teacher professional development (PD) for these nutrition education programs has been identified as a strategy for improving program effectiveness, yet many interventions do not include a PD component and still fewer describe it. A literature search was conducted between January and February 2017; articles were collected from PubMed, ERIC, and EBSCOhost. Article inclusion criteria were as follows: 1) published in an English-language peer-reviewed or scholarly journal, 2) published after 2000, 3) empirical research, 4) research conducted in a K-12 classroom, 5) research included nutrition education component, and 6) program delivered by a classroom teacher. Twenty-seven interventions were identified. A team of 2 researchers performed content analysis based on an evidence-based set of 7 PD components to assess if and how these components were incorporated before, during, or after program implementation. Little information was provided that described the role of teacher PD in the course of delivering nutrition education in classroom-based programs. The most common elements of PD described in the literature were the time spent in PD and follow-up with instructors during or after program implementation. There was a notable lack of methodologic description of teacher PD, and this limited reporting may decrease researchers' ability to work with teachers in a consistent and effective manner.

Systematically Observed Movement Integration in a Low Socioeconomic School District: A Cross-Sectional, Observational Study.

PURPOSE: To describe teacher's integration of activity into general education classroom time (ie, movement integration-MI). DESIGN: Cross-sectional, observational. SETTING: Eight elementary schools in a rural, low-income school district. PARTICIPANTS: Elementary classroom teachers (N = 48). MEASURE: Classroom teachers were observed using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) on random, unannounced days during the 2015-16 academic year. ANALYSIS: Descriptive statistics were calculated for the frequency and types of MI being used. RESULTS: Of the 9398 SOSMART scans completed, students engaged in movement in 41.3% of the scans. Student movement was observed to be teacher directed in 14.4% and nonteacher directed in 26.9% of scans. Nonteacher-directed movement consisted mostly of transitions ( M = 99.5%) in which movement occurred as a result of preestablished classroom rules, protocols, and organization. CONCLUSION: This is one of the first studies to provide objective information about MI. These descriptive data lay the groundwork for future correlational and experimental research that can lead to the development of effective intervention design to increase MI use in schools.

Joint effect of paid working hours and multiple job holding on work absence due to health problems among basic education teachers in Brazil: the Educatel Study / Efecto conjunto de las horas de trabajo remunerado y el pluriempleo sobre la ausencia al trabajo por problemas de salud en profesores de educacuión básica en Brasil: el Estudio Educatel / Efeito conjunto das horas de trabalho remunerado e de múltiplos empregos sobre o absenteísmo por motivo de saúde entre professores de ensino básico no Brasil: Estudo Educatel

Abstract: The objectives were to assess the joint effect of working hours paid per week and multiple job holding on sickness absence, by sex, among basic education teachers in Brazil. This study is based on a survey carried out over a representative sample of 5,116 active basic education teachers in Brazil between 2015 and 2016 (Educatel Study). We created a dummy variable to assess the joint effect of weekly paid working hours [standard (35-40 hours); part-time (< 35 hours); moderately long (41-50 hours); and very long (> 50 hours)] and multiple job holding (working in several schools - no/yes). Working 35-40 hours in one school was the reference category. We conducted Poisson regression models with robust variance to obtain prevalence ratios (PR) and 95% confidence intervals (95%CI) of the association with self-certified sickness absence and medically certified sickness absence. Models were adjusted for age, type of contract and salary, and stratified by sex. Significant associations with sickness absence were only found among teachers working in more than one school. Associations with self-certified sickness absence were found among women with standard and men with moderately long working hours, and for both women and men working > 50 hours (PR: 1.21, 95%CI: 1.09-1.35; PR: 1.40, 95%CI: 1.18-1.66; respectively). Associations with medically certified sickness absence were found among teachers working > 50 hours, among women (PR: 1.30, 95%CI: 1.03-1.63) and men (PR: 1.41, 95%CI: 1.04-1.92). Teachers working longer hours in several schools could be suffering health problems, deriving in work absence.

Resumen: El objetivo de este estudio fue evaluar el efecto conjunto de las horas laborales pagadas semanalmente y pluriempleo, en relación con las ausencias por enfermedad, según el por sexo, entre profesores de educación básica en Brasil. Este estudio se llevó a acabo sobre una encuesta de una muestra representativa de 5.116 profesores activos de educación básica en Brasil, entre 2015 y 2016 (Estudio Educatel). Creamos una variable dummy para evaluar el efecto conjunto de las horas laborales pagadas semanalmente [estándar (35-40 horas); a tiempo parcial (< 35 horas); moderadamente largas (41-50 horas); y muy largas (> 50 horas)] y el pluriempleo (trabajando en varias escuelas no/sí). Estar trabajando 35-40h en una escuela fue la categoría de referencia. Se realizaron modelos de regresión de Poisson con varianza robusta para obtener la razón de prevalencia (RP) e intervalos de 95% de confianza (IC95%) de la asociación con las ausencias por enfermedad justificadas personalmente y las ausencias por enfermedad con certificado médico. Los modelos fueron ajustados por edad, tipo de contrato y salario, y estratificados por sexo. Las asociaciones significativas con ausencias por enfermedad se encontraron sólo entre profesores que trabajaban en más de una escuela. Las asociaciones con las ausencias por enfermedad justificadas personalmente se hallaron entre mujeres con horas de trabajo estándar y hombres con horas de trabajo moderadamente largas, y para ambos, mujeres y hombres trabajando > 50 horas (RP: 1,21, IC95%: 1,09-1,35; RP: 1,40, IC95%: 1,18-1,66; respectivamente). Las asociaciones con las ausencias por enfermedad con certificado médico se hallaron entre profesores trabajando > 50 horas, entre mujeres (RP: 1,30, IC95%: 1,03-1,63) y hombres (RP: 1,41, IC95%: 1,04-1,92). Los profesores que trabajan más horas en varias escuelas podrían estar sufriendo problemas de salud, ocasionando ausencias laborales.

Resumo: O estudo teve como objetivos avaliar o efeito conjunto das horas semanais de trabalho remunerado e do fato de ter vários empregos sobre o absenteísmo por motivo de doença entre professores de ensino básico, desagregado por sexo, no Brasil. Este estudo teve como base um inquérito realizado em uma amostra representativa de 5.116 professores de ensino básico em atividade no Brasil entre 2015 e 2016 (Estudo Educatel). Criamos uma variável dummy para avaliar o efeito conjunto das horas semanais de trabalho remunerado [padrão (35-40 horas); tempo parcial (< 35 horas); semana de trabalho moderadamente longa (41-50 horas) e muito longa (> 50 horas)] e múltiplos empregos (trabalho em mais de uma escola - não/sim). A categoria de referência foi o trabalho em uma única escola durante 35-40 horas semanais. Realizamos modelos de regressão de Poisson com variância robusta para obter razões de prevalência (RP) e intervalos de confiança de 95% (IC95%) para a associação com ausência no trabalho por motivo de saúde alegado pelo próprio indivíduo, e com atestado médico. Os modelos foram ajustados para idade, tipo de vínculo de trabalho e salário, e estratificados por sexo. Os resultados só mostraram associações significativas com absenteísmo por motivo de saúde em professores que trabalhavam em mais de uma escola. Foram observadas associações com ausência por motivo de saúde alegado pelo próprio indivíduo em mulheres com semana de trabalho padrão e em homens com semana moderadamente longa, e em mulheres e homens que trabalhavam mais de 50 horas por semana (RP: 1,21, IC95%: 1,09-1,35; RP: 1,40, IC95%: 1,18-1,66; respectivamente). Foram encontradas associações com ausência com atestado médico entre professores que trabalhavam mais de 50 horas por semana, em mulheres (RP: 1,30, IC95%: 1,03-1,63) e homens (RP: 1,41, IC95%: 1,04-1,92). Professores brasileiros que trabalham horas longas em várias escolas podem sofrer problemas de saúde, levando ao absenteísmo.

Pressão laboral, saúde e condições de trabalho dos professores da Educação Básica no Brasil / Presión laboral, salud y condiciones de trabajo de los profesores de Educación Básica en Brasil / Pressure to work, health status, and work conditions of schoolteachers in Basic Education in Brazil

Morbidades em geral e licenças médicas são prevalentes no grupo dos professores da Educação Básica, cuja missão é essencial para a formação dos cidadãos. O objetivo foi produzir informações sobre as características demográficas, características da escola e da rede de ensino, e situação de saúde do grupo que percebeu pressão laboral. A amostra probabilística foi calculada por seleção aleatória simples, de maneira a representar o universo de 2.229.269 professores da Educação Básica no Brasil. O questionário multitemático foi respondido ao telefone. A pergunta que deu origem à variável desfecho, "Você tem dificuldade para faltar ao trabalho mesmo quando está com dor ou outro problema de saúde?", foi testada e validada. A resposta viabilizou operacionalizar empiricamente o conceito de pressão laboral. Utilizou-se o teste do qui-quadrado de Pearson e o método de árvore de decisão na análise multivariada. O ajuste do modelo final foi avaliado por meio da estimativa de risco de classificação incorreta. As subdivisões da árvore indicam o apoio social como o primeiro determinante da pressão laboral, 55% relataram que têm dificuldade para faltar ao trabalho, mesmo quando estão com dor ou qualquer outro problema de saúde, 70% do grupo que avaliou sua saúde como ruim e muito ruim se sentiram pressionados para comparecer ao trabalho quando doentes ou com dor. Os fatores associados foram: fraco apoio social, ambiente agitado em função da indisciplina dos alunos e problema de saúde considerado como doença ocupacional. Diante das metas de valorização dos professores da Educação Básica, diferenciais de gênero e estilos de gestão, além da infraestrutura nas escolas, devem ser considerados.

Morbilidades en general y bajas médicas son prevalentes en el grupo de los profesores de Educación Básica, cuya misión es esencial para la formación de ciudadanos. El objetivo fue producir información sobre las características demográficas, características de la escuela y de la red de enseñanza, y situación de salud del grupo que percibió presión laboral. La muestra probabilística se calculó por selección aleatoria simple, de manera que represente el universo de 2.229.269 profesores de Educación Básica en Brasil. El cuestionario multitemático se respondió por teléfono. La pregunta que dio origen a la variable desenlace: ¿usted tiene dificultad para faltar al trabajo incluso cuando sufre dolor u otro problema de salud? Se probó y validó. La respuesta hizo viable visibilizar empíricamente el concepto de presión laboral. Se utilizó el test del chi-cuadrado de Pearson y el método del árbol de decisión en el análisis multivariado. El ajuste del modelo final se evaluó mediante la estimativa de riesgo de clasificación incorrecta. Las subdivisiones del árbol indican el apoyo social como el primer determinante de presión laboral, un 55% informaron que tienen dificultad para faltar al trabajo, incluso cuando sufren dolor o cualquier otro problema de salud; un 70% del grupo, que evaluó su salud como mala y muy mala, se sintió presionado para comparecer al trabajo cuando estaban enfermos o sufrían dolores. Los factores asociados fueron: escaso apoyo social, ambiente agitado en función de la indisciplina de los alumnos y problema de salud considerado como enfermedad ocupacional. Ante estas metas de valorización de los profesores de educación básica, se deben considerar diferenciales de género y estilos de gestión, además de las infraestructuras en las escuelas.

Diseases in general and work absenteeism due to illness are prevalent among schoolteachers in Basic Education, whose mission is essential for preparing future citizens. This study study aimed to produce information on demographics, characteristics of the schools and school systems, and health status of the group of teachers that felt pressured to work even when sick. The probabilistic sample was calculated by simple random selection in order to represent the total universe of 2,229,269 Brazilian schoolteachers working in Basic Education (preschool-12). Teachers answered a multi-thematic questionnaire by telephone. The question leading to the outcome variable, "Do you experience difficulty missing work even when you're feeling pain or have some other health problem?", was tested and validated. The answer allowed empirically operationalizing the concept of pressure to work when sick. The multivariate analysis used Pearson's chi-square test and the decision tree method. The final model's fit was assessed by estimating the risk of incorrect classification. The tree's subdivisions pointed to weak social support as the first determinant of pressure to work, 55% reported difficulty missing work when they were feeling pain or having some other health problem, and 70% of the group that rated their health as bad or very bad felt pressured to appear for work even when sick or in pain. The associated factors were: weak social support, an agitated workplace due to unruly students, and health problems that were considered work-related diseases. Given the goals of valuing schoolteachers in Basic Education, attention should be given to gender differences, management styles, and infrastructure in the schools.

Uberização do trabalho: um fenômeno de tipo novo entre os docentes de São Paulo, Brasil? / Uberización del trabajo: ¿un nuevo tipo de fenómeno entre los docentes de Sao Paulo, Brasil? / Uberization of work: a new phenomenon among schoolteachers in São Paulo State, Brazil?

Resumo: O presente ensaio visa a problematizar e discutir em que medida a uberização do trabalho se caracteriza, de fato, como um fenômeno de tipo novo. O estudo apoia-se em pesquisas qualitativas e em análise documental referentes às formas de contratação entre 1999 e 2017. Procede-se, para tal análise, à construção do processo histórico das práticas concernentes às relações de trabalho pelo Governo Estadual de São Paulo, Brasil, as quais são marcadas pela flexibilização intencional, orientadas pelos princípios intrínsecos da Nova Gestão Pública. Constata-se que a empresa Uber, para além da economia digital, propagou formas ainda mais flexíveis das observadas durante e após a reestruturação produtiva, propalando e visibilizando o trabalhador sem contrato, a intensificação do trabalho e os ganhos minimizados. A correspondência com o trabalho docente recupera as raízes históricas da fundação das relações precárias com a categoria e revela que tais características não se configuram como de tipo novo entre os que exercem a profissão. Averiguam-se características semelhantes às praticadas pela Uber e, portanto, conclui-se que há um processo de quasi-uberização concernente ao trabalho docente. Apreende-se, igualmente, a presença de fortes sinais do esfacelamento dos coletivos, posto que se divide em três grupos, identificados nos estudos realizados. Cada grupo apresenta particularidades que acentuam as nuances dos processos de individualização no trabalho, estratégia acoplada ao gerencialismo e à constatação de que o neoliberalismo atinge os indivíduos, alterando valores e subjetividades, exaltando a competitividade e o individualismo nos processos de trabalho.

Resumen: Este ensayo pretende problematizar y discutir en qué medida la uberización del trabajo se caracteriza, de hecho, como un nuevo tipo de fenómeno. El estudio se apoya en investigaciones cualitativas y en un análisis documental, referente a las formas de contratación entre 1999 y 2017. Se procede, para tal análisis, a la construcción del proceso histórico de las prácticas concernientes a las relaciones de trabajo por el gobierno del estado de São Paulo, Brasil, que están marcadas por la flexibilización intencionada, orientadas por los principios intrínsecos de la Nueva Gestión Pública. Se constata que la empresa Uber, más allá de la economía digital, propagó formas incluso más flexibles que las observadas durante y tras la reestructuración productiva, generalizando y visibilizando al trabajador sin contrato, además de conseguir una intensificación del trabajo y beneficios minimizados. La correspondencia con el trabajo docente recupera raíces históricas, basadas en relaciones precarias con la categoría profesional, y revela que tales características no se configuran como un nuevo tipo de relación laboral entre quienes ejercen la profesión. Se investigan características semejantes a las practicadas por Uber y, por tanto, se concluye que existe un proceso de uberización concerniente al trabajo docente. Se percibe, igualmente, la presencia de fuertes señales del resquebrajamiento de los colectivos, puesto que se dividen en tres grupos, identificados en los estudios realizados. Cada grupo presenta particularidades que acentúan los matices de los procesos de individualización en el trabajo, estrategia acoplada al mercantilismo, y a la constatación de que el neoliberalismo alcanza a los individuos, alterando valores y subjetividades, exaltando la competitividad y el individualismo en los procesos de trabajo.

Abstract: This essay aims to problematize and discuss the degree to which uberization of work can actually be characterized as a new phenomenon. The study is based on qualitative research and document analysis concerning hiring formats for teachers from 1999 to 2017. The article reconstructs the historical process of labor relations under the São Paulo state government, Brazil, marked by intentional flexibilization and oriented by the intrinsic principles of New Public Management. Beyond the digital economy, Uber has propagated even more flexible methods than those seen after industrial restructuring, promoting and featuring workers without contracts, the intensification of work, and minimal earnings. The parallel with teaching revisits the historical roots of precarious labor relations with teachers and shows that such characteristics are not a new phenomenon for the teaching profession. The study shows similar characteristics to those practiced by Uber and concludes that there is a process of quasi-uberization of teaching. The study also identifies strong signs of the dismantling of teachers' collective representation, since the profession is divided into three groups. Each group shows specific characteristics that accentuate the nuances in the individualization of work, a strategy coupled with managerialism and the observation that neoliberalism affects individuals, altering values and subjectivities, extolling competition and individualism in work processes.

Being Facilitators in a Challenging Context-School Personnel's Experiences of Caring for Youth with Diabetes Type 1.

PURPOSE: The purpose of the study was to describe school personnel's experiences of caring for youth with diabetes type 1. DESIGN AND METHODS: A qualitative design was chosen for this study. Data were collected with individual interviews that were subjected to inductive qualitative content analysis. The sample consisted of 24 school personnel (teachers, principals and school nurses) from Swedish schools. All had experience with youth aged 6 to 18 years old with diabetes type 1. RESULTS: School personnel experienced caring for youth with diabetes type 1 as "Being facilitators in a challenging context" and described establishing trusting relationships, finding strategies to support self-care, feeling uncertain and incapable in need of education, and dealing with unclear responsibility. CONCLUSIONS: School personnel (teachers, principals and school nurses) are key professionals supporting youth with diabetes type 1 and self-care in school. Lack of education and unclear responsibility created feelings of uncertainty and insecurity for school personnel and a need for mandatory education of school personnel regarding T1DM and self-care, including legislation was identified. IMPLICATIONS: Mandatory education should be provided for all school personnel regarding diabetes type 1, self-care and current legislation. A liason position in form of a nurse specialist should manage the education.