Work-life balance e a atuação docente: estudo nos cursos de graduação e pós-graduação stricto sensu da área de engenharias em Ponta Grossa

Abstract

This research aims to analyze the perception of professors from the Engineering undergraduate and Stricto Sensu graduate courses in Ponta Grossa concerning worklife balance. The Methodi Ordinatio methodology was selected to construct a systematic literature review of the 2005-2019 time frame in the Scopus, ScienceDirect, Web of Science, and ERIC databases. The document body of this study comprised 91 papers distributed into three categories: (I) teaching, (ii) research, and (iii) management. The Survey Work-Family Interaction Nijmegen (SWING) questionnaire, translated and adapted by Carlotto and Câmara (2018), was applied. It was e-mailed to 766 professors, and 114 questionnaires considered valid and complete were returned. The data analysis included descriptive statistics, frequency analysis, correlational studies, the Independent T-Test for parametric data and the MannWhitney Test for nonparametric data, the Kruskal-Wallis Test, and qualitative analysis to understand the subjective reality of the survey participants. The results revealed that the following variables present a significant difference between undergraduate and graduate professors: weekly work hours in the institution; weekly class-hours during the academic term; weekly work hours at home; the number of papers published in 2018-2019; and the number of papers published in JCR journals in 2018-2019. The positive Survey Work-Family Interaction presented a significant difference between undergraduate and graduate professors. Groups were analyzed by their occupation areas: (I) teaching; (ii) teaching and research; (iii) teaching, research and management; and (iv) teaching and management. There was a significant difference between professors by occupation areas in the following variables: weekly class-hours during the academic term; average daily hours worked on weekends and holidays; the number of papers published in 2018-2019; and the number of papers published in JCR journals in 2018-2019. Occupation area and analyses of the Survey Work-Family Interaction did not present a significant difference between the compared groups. The qualitative analysis revealed that the excessive working day and stress at work were the work-family conflicts reported the most by the respondents. The family-work conflicts most reported were the time dedicated to childcare and stress in the family. It is concluded that the professional characterization and the working hours present significant differences between teachers according to the level (undergraduate and graduate) and area (teaching, research and management) of performance. However, these characteristics did not present a significant difference in the Work-Family or Family-Work Interaction Scale in a negative way when compared between groups.