Abstract

The teacher’s work in universities has been marked by exhaustive overload with intensive and precarious work conditions. Furthermore, studies regarding gender, health, and teacher’s work are still scarce. In this article, we aimed at identifying and critically evaluating the scientific evidence regarding occupational stress and mental health among higher education teachers from a gender perspective. We performed an integrative review of literature by searching on PubMed, SciELO, and LILACS, between May and June 2019, from combinations of the indexed descriptors: occupational stress; mental disorder; mental health; higher education; faculty; universities; and the keywords: faculty teacher; faculty teachers; university teacher; university teachers; academic setting; academic settings. The results indicate that occupational stress is common in universities, with teachers showing increasing dissatisfaction and higher prevalences of mental disorders and depressive symptoms. The need for accountability of educational managers is evident. Gender perspective was absent or scarce in the scientific literature revised. Concentrating on measurements to improve the quality of work in universities making them an equally pleasant space for men and women is needed.

Keywords:
Mental Health; Faculty; Gender and Health; Review

Introduction

The current configuration of teaching in Brazilian universities may represent exposure to stressful conditions, increasing the risk of mental disorders. The multiple demands relate to teaching, research, and extension activities, which are marked by competition for resources, efforts for career progression, and the execution of management positions (Bosi, 2007BOSI, A. A precarização do trabalho docente nas instituições de ensino superior do Brasil nesses últimos 25 anos. Educação & Sociedade , Campinas, v. 28, n. 101, p. 1503-1523, 2007. DOI: 10.1590/S0101-73302007000400012
https://doi.org/10.1590/S0101-7330200700... ; Santos et al., 2016SANTOS, D. et al. Reflexões sobre a saúde docente no contexto de mercantilização do ensino superior. Revista Docência do Ensino Superior, Belo Horizonte, v. 6, n. 1, p. 159-186, 2016. DOI: 10.35699/2237-5864.2016.2105
https://doi.org/10.35699/2237-5864.2016.... ; Campos; Véras; Araújo, 2020CAMPOS, T.; VÉRAS, R.; ARAÚJO, T. Trabalho docente em universidades públicas brasileiras e adoecimento mental: uma revisão bibliográfica. Avaliação: Revista Docência da Ensino Superior, Belo Horizonte, v. 10, 2020. DOI: 10.35699/2237-5864.2020.15193
https://doi.org/10.35699/2237-5864.2020.... ). The incorporation of the gender category in research on teaching at universities and health is essential, since it is an organizing dimension of social relations that produce inequalities (Mattos et al., 2015MATTOS, A. I. S. et al. Desigualdades de gênero: uma revisão narrativa. Revista Saúde.com, Jequié, v. 11, n. 3, p. 266-279, 2015.).

Both the working conditions and the psychosocial aspects of work can generate dissatisfaction and predispose the emergence of physical and mental distress in workers, that is, the Dejourian psychodynamics of work places the organization of work and mental distress at the centrality of the issue, in which defenses are collectively worked out by workers in coping with situations of distress in daily work (Dejours, 1987DEJOURS, C. A loucura do trabalho: estudo da psicopatologia do trabalho. São Paulo: Cortez, 1987.; Dejours et al., 1994; Jayet, 1994). Furthermore, the incorporation of new technologies and changes in the educational system have had implications on the worker’s health and on the experiences of pleasure and suffering linked to work (Coutinho; Magro; Budde, 2011COUTINHO, M.; MAGRO, M.; BUDDE, C. Entre o prazer e o sofrimento: um estudo sobre os sentidos do trabalho para professores universitários. Psicologia Teoria e Prática, São Paulo, v. 13, n. 2, p. 154-167, 2011.). This reality became much more explicit and revealed during remote teaching, resulting from the COVID-19 pandemic (Pinho et al., 2021PINHO, P. et al. Trabalho remoto docente e saúde: repercussões das novas exigências em razão da pandemia da Covid-19. Trabalho, Educação e Saúde , Rio de Janeiro, v. 19, 2021.; Souza et al., 2021SOUZA, J. M. et al. Docência na pandemia: saúde mental e percepções sobre o trabalho on-line. Teoria e Prática da Educação, Maringá, v. 24, n. 2, p. 142-159, 2021.).

Teaching work is flexible and multifaceted. Activity in academia, which has always been associated with the challenges involved in teaching-learning processes, under the aegis of capitalist social relations, has been characterized by task overload, with a noticeable expansion of activities (planning and teaching classes, preparing and filling out reports and forms, coordinating activities, participating in meetings, taking over departments/coordination, preparing and managing research and extension projects, publishing work, seeking external resources, responding to institutional emails, guiding students, participating in committees, providing consultancy, participating in events in the area of activity, among other various activities) (Carlotto; Palazzo, 2006CARLOTTO, M.; PALAZZO, L. S. Síndrome de burnout e fatores associados: um estudo epidemiológico com professores. Cadernos de Saúde Pública , Rio de Janeiro, v. 22, n. 5, p. 1017-1026, 2006. DOI: 10.1590/S0102-311X2006000500014
https://doi.org/10.1590/S0102-311X200600... ; Campos et al., 2020CAMPOS, T.; VÉRAS, R.; ARAÚJO, T. Trabalho docente em universidades públicas brasileiras e adoecimento mental: uma revisão bibliográfica. Avaliação: Revista Docência da Ensino Superior, Belo Horizonte, v. 10, 2020. DOI: 10.35699/2237-5864.2020.15193
https://doi.org/10.35699/2237-5864.2020.... ). Carrying out this work demands increasingly high levels of specialization, long and intense hours of dedication, multiple jobs, and precarious working conditions and contractual ties (Mascarenhas, 2010; Santos et al., 2016SANTOS, D. et al. Reflexões sobre a saúde docente no contexto de mercantilização do ensino superior. Revista Docência do Ensino Superior, Belo Horizonte, v. 6, n. 1, p. 159-186, 2016. DOI: 10.35699/2237-5864.2016.2105
https://doi.org/10.35699/2237-5864.2016.... ). All together, these characteristics have had negative impacts on teachers’ health, with important differences between men and women (Araújo et al., 2006ARAÚJO, T. et al. Diferenciais de gênero no trabalho docente e repercussões sobre a saúde. Ciência & Saúde Coletiva, Rio de Janeiro, v. 11, n. 4, p. 1117-1129, 2006. DOI: 10.1590/S1413-81232006000400032
https://doi.org/10.1590/S1413-8123200600... ; Pinho et al., 2021PINHO, P. et al. Trabalho remoto docente e saúde: repercussões das novas exigências em razão da pandemia da Covid-19. Trabalho, Educação e Saúde , Rio de Janeiro, v. 19, 2021.).

Occupational stress is a response to conflicting situations present in the work context, with a strong impact on professional performance, increased absenteeism, and several of accidents in the workplace (Reis; Fernandes; Gomes, 2010REIS, A.; FERNANDES, S.; GOMES, A. Estresse e fatores psicossociais. Psicologia: Ciência e Profissão, Brasília, DF, v. 30, n. 4, p. 712-725, 2010. DOI: 10.1590/S1414-98932010000400004
https://doi.org/10.1590/S1414-9893201000... ). The coexistence of teaching with various occupational stressors, such as lack of support from managers and colleagues, task overload and consequent dissatisfaction, low autonomy, lack of funding for research, pressure for scientific production, in addition to the difficulty in fulfilling work and family demands have exposed university professors to psychological distress, as some authors point out (Wernick, 2000; Paranhos, 2002; Mascarenhas, 2010; Sun; Wu; Wang, 2011SUN, W.; WU H.; WANG, L. Occupational stress and its related factors among university teachers in China. Journal of Occupational Health, Tóquio, v. 53, n. 1, p. 280-286, 2011. DOI: 10.1539/joh.10-0058-oa
https://doi.org/10.1539/joh.10-0058-oa... ). These studies showed that common mental disorders (CMD) were among teachers’ main health problems (Delcor et al., 2004DELCOR, N. et al. Condições de trabalho e saúde dos professores da rede particular de ensino de Vitória da Conquista, Bahia, Brasil. Cadernos de Saúde Pública , Rio de Janeiro, v. 20, n. 1, p. 187-196, 2004. DOI: 10.1590/S0102-311X2004000100035
https://doi.org/10.1590/S0102-311X200400... ; Reis et al., 2005REIS, E. et al. Trabalho e distúrbios psíquicos em professores da rede municipal de Vitória da Conquista, Bahia, Brasil. Cadernos de Saúde Pública , Rio de Janeiro, v. 21, n. 5, p. 1480-1490, 2005. DOI: 10.1590/S0102-311X2005000500021
https://doi.org/10.1590/S0102-311X200500... ; Sharpley et al., 1996SHARPLEY, C. et al. The presence, nature and effects of job stress on physical and psychological health at a large Australian university. Journal of Educational Administration, v. 34, n. 4, p. 73-86, 1996.). These disorders are characterized by such symptoms as fatigue, irritability, lack of energy and insomnia, and may represent partial destabilization or incomplete restitution of a mixed disorder of anxiety and depression (Goldberg; Huxley, 1992GOLDBERG, D.; HUXLEY, P. Common mental disorders: a bio-social model. London: Tavistock, 1992.).

Increasingly, mental disorders have been recognized as a global health priority (PAHO, 2018PAHO - PAN AMERICAN HEALTH ORGANIZATION. The Burden of Mental Disorders in the Region of the Americas, 2018. Washington, D.C., 2018.). It is noteworthy, however, that women have presented more CMD than men, whether they are young, older and/or working (Araújo; Carvalho, 2009ARAÚJO, T.; CARVALHO, F. Condições de trabalho docente e saúde na Bahia: estudos epidemiológicos. Educação & Sociedade, Campinas, v. 107, n. 30, p. 427-449, 2009. DOI: 10.1590/S0101-73302009000200007
https://doi.org/10.1590/S0101-7330200900... ; Borim; Barros; Botega, 2013BORIM, F.; BARROS, M.; BOTEGA, N. Transtorno mental comum na população idosa: pesquisa de base populacional no Município de Campinas, São Paulo, Brasil. Cadernos de Saúde Pública , Rio de janeiro, v. 29, n. 7, pp. 1415-1426, 2013. DOI: 10.1590/S0102-311X2013000700015
https://doi.org/10.1590/S0102-311X201300... ; Farias; Araújo, 2011FARIAS, M.; ARAÚJO, T. Transtornos mentais comuns entre trabalhadores da zona urbana de Feira de Santana-BA. Revista Brasileira de Saúde Ocupacional, São Paulo, v. 26, n. 123, p. 25-39, 2011. DOI: 10.1590/S0303-76572011000100004
https://doi.org/10.1590/S0303-7657201100... ; Jansen et al., 2011JANSEN, K. et al. Transtornos mentais comuns e qualidade de vida em jovens: uma amostra populacional de Pelotas, Rio Grande do Sul, Brasil. Cadernos de Saúde Pública , Rio de Janeiro, v. 27, n. 3, p. 440-448, 2011. DOI: 10.1590/S0102-311X2011000300005
https://doi.org/10.1590/S0102-311X201100... ). These characteristics are also worrying aspects in the work context of teachers, since the prevalence of CMD has been significantly higher among women (56.8%) than among men (34.0%) (Araújo et al., 2006ARAÚJO, T. et al. Diferenciais de gênero no trabalho docente e repercussões sobre a saúde. Ciência & Saúde Coletiva, Rio de Janeiro, v. 11, n. 4, p. 1117-1129, 2006. DOI: 10.1590/S1413-81232006000400032
https://doi.org/10.1590/S1413-8123200600... ), with greater expressions of suffering and signs of psychological distress among female teachers (Neves; Brito; Muniz, 2019NEVES, M.; BRITO, J.; MUNIZ, H. A saúde das professoras, os contornos de gênero e o trabalho no Ensino Fundamental. Caderno de Saúde Pública, Rio de Janeiro, v. 35, n. supl. 1, 2019. DOI: 10.1590/0102-311x00189617
https://doi.org/10.1590/0102-311x0018961... ).

The assessment of gender in teaching and its effects on health is a sine qua non for understanding the dynamics and relationships involved in domination processes (Araújo; Pinho; Masson, 2019ARAÚJO, T.; PINHO, P.; MASSON, M. Trabalho e saúde de professoras e professores no Brasil: reflexões sobre trajetórias das investigações, avanços e desafios. Cadernos de Saúde Pública, Rio de Janeiro, v. 35, supl. 1, 2019. DOI: 10.1590/0102-311X00087318
https://doi.org/10.1590/0102-311X0008731... ). In this way, studies on health and work from a gender perspective can bring to light collective problems that remain hidden when differences are obscured, since gender analysis goes beyond the biological difference between the sexes, being conceived as an organizing axis of social relations (Scott, 1990SCOTT, J. Gênero: uma categoria útil de análise histórica. Educação e Realidade, Porto Alegre, v. 16, n. 2, p. 5-22, 1990.). Based on the above, this study aims to identify and critically evaluate scientific evidence related to occupational stress and mental disorders among higher education teachers from a gender perspective.

Methodology

In this work, the integrative literature review (IR) method was used, which consists of synthesizing results obtained in research on a specific topic, signaling gaps in knowledge, possible practices for public health and the development of future studies. An integrative review allows the inclusion of studies that adopt different methodologies (Polit; Beck, 2006POLIT, D.; BECK, C. Using research in evidence-based nursing practice. In: POLIT, D.; BECK, C. (Ed.). Essentials of nursing research: methods, appraisal and utilization. Philadelphia: Lippincott Williams & Wilkins, 2006. p. 457-494). The review was conducted based on the six operational steps proposed by Ganong (1987GANONG, L. Integrative reviews of nursing research. Research in Nursing Health, Hoboken, v.10, n. 1, p. 1-11, 1987. DOI: 10.1002/nur.4770100103
https://doi.org/10.1002/nur.4770100103... ).

In the first stage (identification of the topic and selection of the research hypothesis or question), the following guiding questions were formulated: What evidence is available in quantitative studies on occupational stress and common mental disorders among higher education teachers? Does this evidence suggest that there are gender differences?

To conduct the second stage (literature search and establishment of inclusion and exclusion criteria), the following sources were included: PubMed (National Library of Medicine of the United States), SciELO (Scientific Electronic Library Online), and Lilacs (Latin American and Caribbean Literature in Health Sciences), as they are considered relevant to the field of study. The search took place from May to June 2019, using combinations of descriptors indexed in the Health Sciences Descriptors database (DeCS/MeSH): occupational stress; mental disorder; mental health; higher education; faculty; universities and the keywords: faculty teacher; faculty teachers; university teacher; university teachers; academic setting; academic settings. We used the Booleans AND, to associate the themes, and OR, to alternate keywords and capture the largest number of studies with higher education teachers.

The inclusion criteria for this integrative review were: original quantitative primary studies that answered the guiding question, published in Portuguese, English and Spanish, in any period, and indexed in the selected databases. Relevant references were also included from the articles selected in the databases that addressed the question and inclusion criteria. Qualitative primary studies were not included; nor secondary integrative, narrative, or systematic review studies. Duplicate articles published in one or more databases were excluded, as well as those that did not answer the guiding question.

From this phase onwards, with the aim of summarizing and documenting the selected studies in a concise and clear way (third stage), a data collection instrument was used to extract the basic and relevant information from each study (JBI, 2014JBI - THE JOANNA BRIGGS INSTITUTE. Joanna Briggs Institute Reviewers’ Manual: 2014 edition. Adelaide, 2014.). The results are presented including information on the identification of the study, methodological characteristics, main findings, recommendations, and conclusions indicated.

In order to inform whether the studies analyzed two possible analytical and interpretative senses in the application of the gender concept, the methodological consistency in the use of the complete or partial sense was assessed: the complete sense takes into account the social and cultural differences between men and women—or between masculinities and femininities —as well as the understanding of how these differences are produced as inequalities of power; on the other hand, the partial sense occurs when there is only a descriptive comparison of the differences between masculine and feminine, without interpretation of power issues (Araújo; Schraiber; Cohen, 2011ARAÚJO, M.; SCHRAIBER, L.; COHEN, D. Penetração da perspectiva de gênero e análise crítica do desenvolvimento do conceito na produção científica da Saúde Coletiva. Interface -Comunicação, Saúde, Educação, Botucatu, v. 15, n. 38, p. 805-818, 2011. DOI: 10.1590/S1414-32832011005000039
https://doi.org/10.1590/S1414-3283201100... ). The sense of gender was considered absent when the study did not make any distinction between men and women.

To assess the level of evidence and methodological quality of the articles included in the review, the approach proposed by the Joanna Briggs Institute (JBI) and its collaborating entities was considered. The standardized instrument for descriptive studies was then used in the evaluation, in order to determine the extent to which a study addressed the possibility of bias in its design, conduct and analysis (JBI, 2014JBI - THE JOANNA BRIGGS INSTITUTE. Joanna Briggs Institute Reviewers’ Manual: 2014 edition. Adelaide, 2014.).

The subsequent steps (interpretation of results and presentation of the synthesis of the knowledge review) were systematized, identifying gaps in knowledge and providing support for new investigations and possible implementations based on scientific evidence.

Results

Figure 1 presents the process of identification, screening, eligibility, and final sample of included articles.

After surveying the publications in the databases, 821 articles were gathered. Of these, 12 were repeated publications and 791 articles were removed based on the exclusion criteria. These 18 selected studies were added to another 26 from the reference lists. In the end, the integrative review included 36 studies.

General characteristics of studies

Table 1 summarizes the main characteristics of the reviewed studies. The years of publication of the 36 texts included in this review confirm the relevance of the articles in this area. The oldest was dated 1993 and the most current was 2018, with 75% of the studies carried out in the last ten years and 44.4% in the last five years. Regarding the study location, the investigations were predominantly Brazilian (41.7%). However, it is noteworthy that the other publications were concentrated in the Asian continent (25.0%), with emphasis on China (11.1%). The dominant language was English, but 38.9% were published in Brazilian journals and 61.1% in international ones (Table 1). All studies were classified as Level 4 (descriptive observational studies), more specifically level 4.b - cross-sectional studies, according to JBI (2014)JBI - THE JOANNA BRIGGS INSTITUTE. Joanna Briggs Institute Reviewers’ Manual: 2014 edition. Adelaide, 2014..

Occupational stress in universities

The results of the review indicate that the university is an environment with the potential to generate many occupational stressors. The work carried out at the academy, with demands from teachers with intensified rhythms and precarious working conditions, was considered a situation that generated tension, dissatisfaction, and distress. The organizational conditions and practices of higher education education are currently based on excessive workload and meeting multiple demands, with an impact on the distribution of time, observing, as a predominant characteristic, the scarcity of time to carry out tasks (Abouserie, 1996ABOUSERIE, R. Stress, Coping Strategies and Job Satisfaction in University Academic Staff. Educational Psychology, London, v. 16, n. 1, p. 49-56,1996. DOI: 10.1080/0144341960160104
https://doi.org/10.1080/0144341960160104... ), lack of recognition (Biron; Brun; Ivers, 2008BIRON, C.; BRUN J-P.; HANS I. Extent and sources of occupational stress in university staff. Work, [s.l.], v. 30, n. 4, p. 511-522, 2008.) and social support (Carlotto; Câmara, 2017CARLOTTO, M.; CÂMARA, S. Riscos psicossociais associados à síndrome de burnout em professores universitários. Avances en Psicología Latino Americana, Bogotá, v. 35, n. 3, pp. 447-457, 2017. DOI: 10.12804/revistas.urosario.edu.co/apl/a.4036
https://doi.org/10.12804/revistas.urosar... ), work overload (Sun; Wu; Wang, 2011SUN, W.; WU H.; WANG, L. Occupational stress and its related factors among university teachers in China. Journal of Occupational Health, Tóquio, v. 53, n. 1, p. 280-286, 2011. DOI: 10.1539/joh.10-0058-oa
https://doi.org/10.1539/joh.10-0058-oa... ), and work-family conflict (Carlotto; Câmara, 2017CARLOTTO, M.; CÂMARA, S. Riscos psicossociais associados à síndrome de burnout em professores universitários. Avances en Psicología Latino Americana, Bogotá, v. 35, n. 3, pp. 447-457, 2017. DOI: 10.12804/revistas.urosario.edu.co/apl/a.4036
https://doi.org/10.12804/revistas.urosar... ; Leung; Siu; Spector, 2000LEUNG, T.-W.; SIU, O.-L.; SPECTOR, P. Faculty stressors, job satisfaction, and psychological distress among university teachers in Hong Kong: The role of locus of control. International Journal of Stress Management, Washington DC, v. 7, n. 2, p. 121-138, 2000. DOI: 10.1023/A:1009584202196
https://doi.org/10.1023/A:1009584202196... ), in an increasingly competitive atmosphere between colleagues and stressful bureaucratic activities (Abouserie, 1996).

Among the phenomena related to occupational stressors, Burnout Syndrome (BS) was evaluated in 47.2% of the studies, from nine different countries: Brazil, Iran, China, Turkey, Spain, Philippines, Mexico, Croatia, and Colombia. In Brazil, studies revealed that the lack of autonomy, conflicting relationships, overwork, long working hours and too many students in the classroom were the main predictors for BS (Carlotto; Câmara, 2017CARLOTTO, M.; CÂMARA, S. Burnout Syndrome Profiles among Teachers. Escritos de Psicologia, Malága, v. 10, n. 3, p. 159-166, 2017.; Prado et al., 2017PRADO, R. et al. Avaliação da síndrome de Burnout em professores universitários. Revista da ABENO , Porto Alegre, v. 17, n. 3, p. 21-29, 2017.). Worse quality of sleep was also a consequence of stress among teachers (Sousa et al ., 2018SOUSA, A. et al. Estresse ocupacional e qualidade do sono em docentes da área da saúde. Rev Rene, Fortaleza, v. 19, n. 1, p. 1-8, 2018.).

College teachers are (dis)satisfied with their work

Of the 36 studies selected in the review, eight addressed the topic of job satisfaction, of which none were conducted in Brazil (Abouserie, 1996ABOUSERIE, R. Stress, Coping Strategies and Job Satisfaction in University Academic Staff. Educational Psychology, London, v. 16, n. 1, p. 49-56,1996. DOI: 10.1080/0144341960160104
https://doi.org/10.1080/0144341960160104... ; Cladellas-Pros; Castelló-Tarrida; Parrado-Romero, 2018CLADELLAS, P.; CASTELLÓ, T.; PARRADO, R. Satisfacción, salud y estrés laboral del profesorado universitario según su situación contractual. Revista de Salud Pública, Bogotá, v. 20, n. 1, p. 53-59, 2018. DOI: 10.15446/rsap.v20n1.53569
https://doi.org/10.15446/rsap.v20n1.5356... ; Colacion-Quiros; Gemora, 2016COLACION, Q.; GEMORA, R. Causes and effects of stress among faculty members in a state university. Asia Pacific Journal of Multidisciplinary Research, Batangas, v. 4, n. 1, p. 18-27, 2016.; Cooper ; Kelly, 1993COOPER, C.; MIKE, K. Occupational stress in head teachers: A national UK study. British Journal of Educational Psychology , Londres, v. 63, n. 1, p. 130-143, 1993.; Leung; Siu; Spector, 2000LEUNG, T.-W.; SIU, O.-L.; SPECTOR, P. Faculty stressors, job satisfaction, and psychological distress among university teachers in Hong Kong: The role of locus of control. International Journal of Stress Management, Washington DC, v. 7, n. 2, p. 121-138, 2000. DOI: 10.1023/A:1009584202196
https://doi.org/10.1023/A:1009584202196... ; Pan et al., 2015PAN, B. et al. Factors associated with job satisfaction among university teachers in northeastern region of China: A cross-sectional study. International journal of environmental research and public health, Basel, v. 12, n. 1, p. 12761-12775, 2015.; Schindler et al., 2006SCHINDLER, B. et al. The Impact of the changing health care environment on the health and well-being of faculty at four medical schools. Academic medicine: journal of the Association of American Medical Colleges, Washington, DC, v. 81, n. 1, p. 27-34, 2006. DOI: 10.1097/00001888-200601000-00008
https://doi.org/10.1097/00001888-2006010... ; Winefield; Jarrett, 2001WINEFIELD A.; JARRETT, R. Occupational stress in university staff. International Journal of Stress Management , v. 8, n. 4, p. 285-298, 2001. DOI: 10.1023/A:1017513615819
https://doi.org/10.1023/A:1017513615819... ). Perceived organizational support and psychological support were important predictors of job satisfaction in a study carried out in China (Pan et al., 2015PAN, B. et al. Factors associated with job satisfaction among university teachers in northeastern region of China: A cross-sectional study. International journal of environmental research and public health, Basel, v. 12, n. 1, p. 12761-12775, 2015.). In a survey from the Philippines, excess pressure and lack of time to carry out activities were ascribed to job dissatisfaction; another study, carried out in Spain, pointed to contractual ties (temporary contracts) as an important factor in this situation (Cladellas-Pros; Castelló-Tarrida; Parrado-Romero, 2018CLADELLAS, P.; CASTELLÓ, T.; PARRADO, R. Satisfacción, salud y estrés laboral del profesorado universitario según su situación contractual. Revista de Salud Pública, Bogotá, v. 20, n. 1, p. 53-59, 2018. DOI: 10.15446/rsap.v20n1.53569
https://doi.org/10.15446/rsap.v20n1.5356... ; Colacion-Quiros; Gemora, 2016COLACION, Q.; GEMORA, R. Causes and effects of stress among faculty members in a state university. Asia Pacific Journal of Multidisciplinary Research, Batangas, v. 4, n. 1, p. 18-27, 2016.). In studies carried out in the United Kingdom and the United States, work stress was the factor most associated with job dissatisfaction (Abouserie, 1996; Schindler et al., 2006SCHINDLER, B. et al. The Impact of the changing health care environment on the health and well-being of faculty at four medical schools. Academic medicine: journal of the Association of American Medical Colleges, Washington, DC, v. 81, n. 1, p. 27-34, 2006. DOI: 10.1097/00001888-200601000-00008
https://doi.org/10.1097/00001888-2006010... ). In contrast, in the Australian study, teachers were, in general, satisfied with their work. In another, from Hong Kong, teachers with higher academic degrees scored higher in job satisfaction (Leung; Siu; Spector, 2000LEUNG, T.-W.; SIU, O.-L.; SPECTOR, P. Faculty stressors, job satisfaction, and psychological distress among university teachers in Hong Kong: The role of locus of control. International Journal of Stress Management, Washington DC, v. 7, n. 2, p. 121-138, 2000. DOI: 10.1023/A:1009584202196
https://doi.org/10.1023/A:1009584202196... ; Winefield; Jarrett, 2001).

Common mental disorders and depressive symptoms in the academic environment

Mental disorders among higher education teachers were relevant in several regions of the world: seven different countries (Brazil, Turkey, Spain, USA, Australia, Hong Kong, United Kingdom) were concerned with pointing out the effects of teaching work on the mental health of these workers.

The prevalence of CMD ranged from 17.3% to 20.1% in some studies carried out in Brazil (Tavares et al., 2012TAVARES, J. et al. Distúrbios psíquicos menores em enfermeiros docentes de universidades. Revista Latino-Americana de Enfermagem, São Paulo, v. 20, n. 1, p. 1-8, 2012. DOI: 10.1590/S0104-11692012000100023
https://doi.org/10.1590/S0104-1169201200... ; Araújo; Santos, 2013ARAÚJO, T. et al. Saúde e trabalho docente: dando visibilidade aos processos de desgaste e adoecimento docente a partir da construção de uma rede de produção coletiva. Educação em Revista, Belo Horizonte, v. 37, n. 1, p. 183-212, 2013.; Mascarenhas et al., 2014; Ferreira et al., 2015FERREIRA, R. et al. Transtorno Mental Comum e estressores no trabalho entre professores universitários da área da saúde. Trabalho, Educação e Saúde, Rio de Janeiro, v. 13, n. supl. 1, p. 135-155, 2015. DOI: 10.1590/1981-7746-sip00042
https://doi.org/10.1590/1981-7746-sip000... ). In a survey carried out in Australia, professors involved in teaching and research showed greater psychological stress and less satisfaction with their work, since they live with increased pressure resulting from financial cuts in higher education and increased productivity burdens in teaching (Winefield; Jarrett, 2001WINEFIELD A.; JARRETT, R. Occupational stress in university staff. International Journal of Stress Management , v. 8, n. 4, p. 285-298, 2001. DOI: 10.1023/A:1017513615819
https://doi.org/10.1023/A:1017513615819... ). A study carried out in China, with 1210 professors from six universities, found a high prevalence (58.9%) of depressive symptoms, with psychological support as a positive resource for improving mental health (Shen et al., 2014SHEN, X. et al. The association between occupational stress and depressive symptoms and the mediating role of psychological capital among Chinese university teachers: a cross-sectional study. BMC Psychiatry, Berlin, v. 14, n. 1, p. 329, 2014. DOI: 10.1186/s12888-014-0329-1
https://doi.org/10.1186/s12888-014-0329-... ). It is important to highlight that the theoretical focus and instruments used to assess mental disorders varied across studies.

Higher prevalences of common mental disorders were observed in women (Mascarenhas; Araújo; Santos, 2013MASCARENHAS, M.; ARAÚJO, T.; SANTOS, K. Transtornos mentais comuns em docentes universitários de uma instituição de ensino pública na Bahia. Advir, Rio de Janeiro, v. 30, n. 1, p. 74-89, 2013.; Kataoka et al., 2014KATAOKA, M. et al. Occupational stress and its related factors among university teachers in Japan. Health, Los Angeles, v. 6, n. 5, p. 299-305, 2014. DOI: 10.4236/health.2014.65043
https://doi.org/10.4236/health.2014.6504... ), younger people, those who exerted greater effort at work (Ferreira et al. , 2015FERREIRA, R. et al. Transtorno Mental Comum e estressores no trabalho entre professores universitários da área da saúde. Trabalho, Educação e Saúde, Rio de Janeiro, v. 13, n. supl. 1, p. 135-155, 2015. DOI: 10.1590/1981-7746-sip00042
https://doi.org/10.1590/1981-7746-sip000... ), those who had little control over their work, and those who were dissatisfied with the physical and organizational conditions of universities (Mascarenhas; Araújo; Santos, 2013). In the study by Araújo et al. (2005), 72.6% of teachers reported at least one health complaint, and among the most frequently reported were mental fatigue, forgetfulness, and sleepiness (Araújo et al. al., 2005).

Gender invisibility in teaching work

The literature investigated in this review certifies the invisibility of gender discussions in studies on teaching work in higher education, as well as the effects of work on these workers’ health.

Regarding the classification of the analytical potential of the gender category (Araújo; Schraiber; Cohen, 2011ARAÚJO, M.; SCHRAIBER, L.; COHEN, D. Penetração da perspectiva de gênero e análise crítica do desenvolvimento do conceito na produção científica da Saúde Coletiva. Interface -Comunicação, Saúde, Educação, Botucatu, v. 15, n. 38, p. 805-818, 2011. DOI: 10.1590/S1414-32832011005000039
https://doi.org/10.1590/S1414-3283201100... ), two studies designed gender analysis with signs of disparity between men and women in teaching in the United Kingdom and Croatia. Women were more dissatisfied than men, but the latter had higher frequencies of mental illness. Even so, these studies were classified as analysis in the partial sense (Cooper; Kelly, 1993COOPER, C.; MIKE, K. Occupational stress in head teachers: A national UK study. British Journal of Educational Psychology , Londres, v. 63, n. 1, p. 130-143, 1993.; Slišković; Maslić Seršić, 2011SLIŠKOVIĆ, A.; MASLIĆ SERŠIĆ, D. Work stress among university teachers: gender and position differences. Arhiv za higijenu rada i toksikologiju, Warszawa, v. 62, n. 1, p. 299-307, 2011. DOI: 10.2478/10004-1254-62-2011-2135
https://doi.org/10.2478/10004-1254-62-20... ) .

Another eight studies (22.2%) also achieved only a partial sense in their materials, that is, a merely descriptive sense, within a comparative perspective, without criticizing the historical patterns of existing social, economic, and political power relations. The remaining twenty-six (72.2%) did not identify any sense of gender (absent sense) in their analyses or interpretations (Table 1).

Educational management and effective measures for universities

Of the studies reviewed, all made at least one suggestion, proposal, or recommendation for higher education education managers, both national and international (Table 2).

Two studies, in China and the United Kingdom, indicated investment in training and qualifications, with emphasis on those relating to aspects of time management, use of more adaptive coping strategies, and development of decision-making skills in the academic environment (Cooper; Kelly, 1993COOPER, C.; MIKE, K. Occupational stress in head teachers: A national UK study. British Journal of Educational Psychology , Londres, v. 63, n. 1, p. 130-143, 1993.; Pan et al., 2015PAN, B. et al. Factors associated with job satisfaction among university teachers in northeastern region of China: A cross-sectional study. International journal of environmental research and public health, Basel, v. 12, n. 1, p. 12761-12775, 2015.) (Table 2).

Some studies have proposed intervention measures with the aim of alleviating tension and ensuring a more productive and healthy teacher, among which the following stand out: development of quality social support (Otero-López; Mariño; Bolaño, 2008OTERO-LÓPEZ, J.; MARIÑO, M., BOLAÑO, C. An integrating approach to the study of burnout in University Professors. Psicothema, Oviedo, v. 20, n. 4, p. 766-772, 2008.; Carlotto; Câmara, 2017CARLOTTO, M.; CÂMARA, S. Riscos psicossociais associados à síndrome de burnout em professores universitários. Avances en Psicología Latino Americana, Bogotá, v. 35, n. 3, pp. 447-457, 2017. DOI: 10.12804/revistas.urosario.edu.co/apl/a.4036
https://doi.org/10.12804/revistas.urosar... , provision of more flexible schedules (Pan et al., 2015PAN, B. et al. Factors associated with job satisfaction among university teachers in northeastern region of China: A cross-sectional study. International journal of environmental research and public health, Basel, v. 12, n. 1, p. 12761-12775, 2015.), measures that provide greater control over work (Kataoka et al., 2014KATAOKA, M. et al. Occupational stress and its related factors among university teachers in Japan. Health, Los Angeles, v. 6, n. 5, p. 299-305, 2014. DOI: 10.4236/health.2014.65043
https://doi.org/10.4236/health.2014.6504... ) and autonomy (Tavares et al., 2012TAVARES, J. et al. Distúrbios psíquicos menores em enfermeiros docentes de universidades. Revista Latino-Americana de Enfermagem, São Paulo, v. 20, n. 1, p. 1-8, 2012. DOI: 10.1590/S0104-11692012000100023
https://doi.org/10.1590/S0104-1169201200... ), investment in organizational infrastructure, reduction of demands imposed by the educational system (Winefield; Jarrett, 2001WINEFIELD A.; JARRETT, R. Occupational stress in university staff. International Journal of Stress Management , v. 8, n. 4, p. 285-298, 2001. DOI: 10.1023/A:1017513615819
https://doi.org/10.1023/A:1017513615819... ), as well as the implementation of measures to increase enthusiasm, resilience and optimism (Pan et al., 2015PAN, B. et al. Factors associated with job satisfaction among university teachers in northeastern region of China: A cross-sectional study. International journal of environmental research and public health, Basel, v. 12, n. 1, p. 12761-12775, 2015.) .

The inclusion of support programs with periodic monitoring, psychological care, and individual or group counseling has been proposed, in different studies, as an intervention that can prevent absenteeism and mental illness in university institutions (Abouserie, 1996ABOUSERIE, R. Stress, Coping Strategies and Job Satisfaction in University Academic Staff. Educational Psychology, London, v. 16, n. 1, p. 49-56,1996. DOI: 10.1080/0144341960160104
https://doi.org/10.1080/0144341960160104... ; Schindler et al., 2006SCHINDLER, B. et al. The Impact of the changing health care environment on the health and well-being of faculty at four medical schools. Academic medicine: journal of the Association of American Medical Colleges, Washington, DC, v. 81, n. 1, p. 27-34, 2006. DOI: 10.1097/00001888-200601000-00008
https://doi.org/10.1097/00001888-2006010... ; Shen et al., 2014SHEN, X. et al. The association between occupational stress and depressive symptoms and the mediating role of psychological capital among Chinese university teachers: a cross-sectional study. BMC Psychiatry, Berlin, v. 14, n. 1, p. 329, 2014. DOI: 10.1186/s12888-014-0329-1
https://doi.org/10.1186/s12888-014-0329-... ; Tavares et al., 2014TAVARES, J. et al. Prevalência de distúrbios psíquicos menores em enfermeiros docentes. Escola Anna Nery, Salvador, v. 18, n. 3, p. 407-414, 2014.).

Discussion

Some points of convergence emerge from the analysis of the 36 articles in this review. They include: (1) occupational stress as a real problem in the context of universities; (2) factors associated with job satisfaction/dissatisfaction among higher education teachers; (3) high prevalence of mental disorders and depressive symptoms in the academic environment; (4) invisibility of the relationship between gender and teaching health; and, finally, (5) the accountability of educational management with proposals to support and improve working conditions at universities. The analysis of the methodological quality of the articles included in the review, according to the JBI tool, shows that mosat studies had their results evaluated using objective criteria and appropriate statistical analyses.

The evidence from this review points to the presence of occupational stress in universities in different regions of the world. As already mentioned, this stress arises as a response to exhausting and conflicting situations in the work environment. In this sense, the new teaching practice, a reflection of great social pressure, reflects a context of high demands on the rhythms/times of work production, with harmful consequences for teachers. This tension causes physical and emotional exhaustion, with the potential to initiate depression, feelings of dissatisfaction with one’s work (Batista et al., 2016BATISTA, J. et al. Transtornos mentais em professores universitários: estudo em um serviço de perícia médica. Revista de Pesquisa: Cuidado é Fundamental, Rio de Janeiro, v. 8, n. 2, p. 45-48, 2016. DOI: 10.9789/2175-5361.2016.v8i2.4538-4548
https://doi.org/10.9789/2175-5361.2016.v... ), as well as high prevalence rates of Burnout Syndrome and common mental disorders (Campos; Véras; Araújo, 2020CAMPOS, T.; VÉRAS, R.; ARAÚJO, T. Trabalho docente em universidades públicas brasileiras e adoecimento mental: uma revisão bibliográfica. Avaliação: Revista Docência da Ensino Superior, Belo Horizonte, v. 10, 2020. DOI: 10.35699/2237-5864.2020.15193
https://doi.org/10.35699/2237-5864.2020.... ).

A central issue emerges in this debate as essential: the precariousness of teaching work and its associated factors. There is a complex process in the relationship between job insecurity and teacher health. Teaching work began to be structured based on degraded forms of work, in which low pay, lack of recognition, situations of violence, and overload of demands can have significant consequences on the quality of teaching-learning, as well as on the health of the category (Leung; Siu; Spector, 2000LEUNG, T.-W.; SIU, O.-L.; SPECTOR, P. Faculty stressors, job satisfaction, and psychological distress among university teachers in Hong Kong: The role of locus of control. International Journal of Stress Management, Washington DC, v. 7, n. 2, p. 121-138, 2000. DOI: 10.1023/A:1009584202196
https://doi.org/10.1023/A:1009584202196... ; Pereira et al., 2014PEREIRA, É. et al. O trabalho docente e a qualidade de vida dos professores na educação básica. Revista de Salud Pública , Bogotá, v. 16, n. 2, p. 221-231, 2014.). In other words, a professor’s vocation changes in contemporary times, with exaggerated duties and tasks not typical of their profession (Fritz; Peixoto, 2022FRITZ, M.; PEIXOTO, M. C. O. O estresse ocupacional docente e suas consequências à saúde. Revista Contexto & Educação, Ijuí, v. 37, n. 117, p. 85-95, 2022. DOI: 10.21527/2179-1309.2022.117.12872
https://doi.org/10.21527/2179-1309.2022.... ).

The way work is structured defines the condition of work activity as a producer of health or illness (Araújo, 2008ARAÚJO, T. Estresse e saúde no trabalho docente. Presente: Reveduc, São Paulo, v. 61, ano XVI, p. 9-15, 2008.). Some studies in this review showed significant prevalence of CMD and depressive symptoms among professors: 19.5% (Ferreira et al., 2015FERREIRA, R. et al. Transtorno Mental Comum e estressores no trabalho entre professores universitários da área da saúde. Trabalho, Educação e Saúde, Rio de Janeiro, v. 13, n. supl. 1, p. 135-155, 2015. DOI: 10.1590/1981-7746-sip00042
https://doi.org/10.1590/1981-7746-sip000... ) and 20.1% (Tavares et al., 2014TAVARES, J. et al. Prevalência de distúrbios psíquicos menores em enfermeiros docentes. Escola Anna Nery, Salvador, v. 18, n. 3, p. 407-414, 2014.) in studies in Brazil; 20% of professors presented depressive symptoms in the study carried out in the United States (Schindler et al., 2006SCHINDLER, B. et al. The Impact of the changing health care environment on the health and well-being of faculty at four medical schools. Academic medicine: journal of the Association of American Medical Colleges, Washington, DC, v. 81, n. 1, p. 27-34, 2006. DOI: 10.1097/00001888-200601000-00008
https://doi.org/10.1097/00001888-2006010... ) and, in the Chinese study, this percentage reached 58.9% (Shen et al., 2014SHEN, X. et al. The association between occupational stress and depressive symptoms and the mediating role of psychological capital among Chinese university teachers: a cross-sectional study. BMC Psychiatry, Berlin, v. 14, n. 1, p. 329, 2014. DOI: 10.1186/s12888-014-0329-1
https://doi.org/10.1186/s12888-014-0329-... ). Worldwide, the number of people with CMD has been increasing, particularly in low-income countries, resulting in losses in terms of health and work. Depression was classified by the World Health Organization (WHO) as the greatest predictor of global disability, and it is estimated that 4.4% of the world’s population suffers from depressive disorder and 3.6% from anxiety disorder (WHO, 2017WHO - WORLD HEALTH ORGANIZATION. Depression and other common mental disorders: global health estimates. Genebra, 2017.). In Brazil, based on recent data on the mental disorders that caused the most leaves of absence among university teachers, it is possible to conclude that depression accounted for 53% of leaves, acute stress reaction reached 8%, and anxiety 7%, showing the seriousness of this problem (Batista et al., 2016BATISTA, J. et al. Transtornos mentais em professores universitários: estudo em um serviço de perícia médica. Revista de Pesquisa: Cuidado é Fundamental, Rio de Janeiro, v. 8, n. 2, p. 45-48, 2016. DOI: 10.9789/2175-5361.2016.v8i2.4538-4548
https://doi.org/10.9789/2175-5361.2016.v... ).

These percentages, however, have distinctions if analyzed using gender theories. Women are most affected by CMD, a pattern maintained by the teaching category, whether in basic or higher education. In the study with preschool and elementary school teachers in Vitória da Conquista, Bahia, considering the logistic regression model, women presented 2.6 times more psychological disorders than men (Porto et al., 2006PORTO, L. et al. Associação entre distúrbios psíquicos e aspectos psicossociais do trabalho de professores. Revista de Saúde Pública, São Paulo, v. 40, n. 5, p. 818-826, 2006. DOI: 10.1590/S0034-89102006005000001
https://doi.org/10.1590/S0034-8910200600... ). In the year of the COVID-19 pandemic, in a study conducted with 1444 teachers from the private network, female teachers reported alarming health situations—anxiety attacks (53.7%), bad mood (78.0%), common mental disorders (69.0%) and poor sleep quality (84.6%) (Pinho et al., 2021PINHO, P. et al. Trabalho remoto docente e saúde: repercussões das novas exigências em razão da pandemia da Covid-19. Trabalho, Educação e Saúde , Rio de Janeiro, v. 19, 2021.).

Of the four medical universities in the United States, female members of the faculty were more affected by anxiety, depression, and headache than men (Schindler et al., 2006SCHINDLER, B. et al. The Impact of the changing health care environment on the health and well-being of faculty at four medical schools. Academic medicine: journal of the Association of American Medical Colleges, Washington, DC, v. 81, n. 1, p. 27-34, 2006. DOI: 10.1097/00001888-200601000-00008
https://doi.org/10.1097/00001888-2006010... ). This evidence is still poorly interpreted from a gender perspective in discussions about teaching work at universities, and differences between men and women tend to be naturalized. This supports the legitimacy of carrying out discussions on the double working day experienced by women after entering the job market. A promising path in this debate is to reinforce the need to include, in analyses and discussions, the calculation of the total workload (professional and domestic) for men and women, in order to allow more accurate assessments of the types of exposure to which they are subjected (Araújo; Carvalho, 2009ARAÚJO, T.; CARVALHO, F. Condições de trabalho docente e saúde na Bahia: estudos epidemiológicos. Educação & Sociedade, Campinas, v. 107, n. 30, p. 427-449, 2009. DOI: 10.1590/S0101-73302009000200007
https://doi.org/10.1590/S0101-7330200900... ).

Women are the majority in schools and universities, a structuring element in the distribution of vulnerabilities, therefore, they directly affect the health status of men and women differently. The invisibility of this discussion persists, and the incorporation of elements that problematize gender asymmetries remain embryonic. Without this confrontation, it is not possible to advance in preserving teaching health (Araújo; Pinho; Masson, 2019ARAÚJO, T.; PINHO, P.; MASSON, M. Trabalho e saúde de professoras e professores no Brasil: reflexões sobre trajetórias das investigações, avanços e desafios. Cadernos de Saúde Pública, Rio de Janeiro, v. 35, supl. 1, 2019. DOI: 10.1590/0102-311X00087318
https://doi.org/10.1590/0102-311X0008731... ).

The involvement of institutional management was recorded as essential in this path, as aspects of organizations and working conditions identified as predictors of illness need to be restructured. After all, the demand is often not only in educational responsibilities, but is also an exaggerated demand arising from management (Fritz; Peixoto, 2022FRITZ, M.; PEIXOTO, M. C. O. O estresse ocupacional docente e suas consequências à saúde. Revista Contexto & Educação, Ijuí, v. 37, n. 117, p. 85-95, 2022. DOI: 10.21527/2179-1309.2022.117.12872
https://doi.org/10.21527/2179-1309.2022.... ). The organization of work is the result of decisions and definitions that take place in daily teaching, which, in turn, reflect the correlations of forces and the ability of macro and microstructural interest groups to be represented. Such evidence can also assist in union actions and struggles, as well as in structuring legal measures to protect the health of education professionals, with promising possibilities towards more substantial achievements (Araújo et al., 2003).

It is necessary to find alternatives that provide healthy and productive environments, in which teachers can develop free intellectual production, considering the time necessary for their working schedules, with possibilities for using their skills and subjectivities, truly contributing to the social, political, and economic development of a population (Cassandre, 2011CASSANDRE, M. A saúde de docentes de pós-graduação em universidades públicas: os danos causados pelas imposições do processo avaliativo. Revista Mal-Estar e Subjetividade, Fortaleza, v. 1, n. 2, p. 779-816, 2011.). The effectiveness of preventive actions means that there is the possibility of improvements in work, with a greater desire to practice and remain in teaching (Fritz; Peixoto, 2022FRITZ, M.; PEIXOTO, M. C. O. O estresse ocupacional docente e suas consequências à saúde. Revista Contexto & Educação, Ijuí, v. 37, n. 117, p. 85-95, 2022. DOI: 10.21527/2179-1309.2022.117.12872
https://doi.org/10.21527/2179-1309.2022.... ).

Results of the studies analyzed offer a body of evidence on the need to adopt measures to protect the health situation of education workers. That said, the practice of worker health surveillance allows the identification of risk factors associated with teaching health and helps possible transformations of working conditions and guarantees the quality of assistance to these professionals as workers (Santana; Goulart; Chiari, 2012SANTANA, M.; GOULART, B.; CHIARI, B. Distúrbios da voz em docentes: revisão crítica da literatura sobre a prática da vigilância em saúde do trabalhador. Jornal da Sociedade Brasileira de Fonoaudiologia, São Paulo, v. 24, n. 3, p. 288-295, 2012. DOI: 10.1590/S2179-64912012000300016
https://doi.org/10.1590/S2179-6491201200... ). This attention and monitoring to maintain academics’ mental health can be supported by various preventive strategies to promote well-being at work. Increasing autonomy, recognition, training, and control over one’s work can alleviate tension. However, the health services available to the academic community, such as medical and psychological support, in addition to counseling/support programs, are highlighted as measures that are still little used, but promising for structuring healthy work environments. After all, teaching health is directly related to the productive process present in universities, governed by productivity management, which is excessively close to what is currently observed in capitalist organizations (Cassandre, 2011CASSANDRE, M. A saúde de docentes de pós-graduação em universidades públicas: os danos causados pelas imposições do processo avaliativo. Revista Mal-Estar e Subjetividade, Fortaleza, v. 1, n. 2, p. 779-816, 2011.).

Some methodological limits of the studies should be highlighted. All of them adopted a cross-sectional design, which limits the establishment of causal relationships, due to the impossibility of ensuring the temporal sequence of the events studied (Almeida Filho; Barreto, 2012ALMEIDA FILHO, N.; BARRETO, M. Epidemiologia & Saúde: fundamentos, métodos e aplicações. São Paulo: Guanabara Koogan, 2012.). Another limit concerns samples, which are often convenience, small or have low response rates.

We highlight the impossibility of guaranteeing the quality of the results of the selected studies, due to the heterogeneous nature of the publications regarding the established methodological criteria, the cultural characteristics of the countries of publication, the number of people studied, as well as the theoretical and the use of different instruments to identify the relationships studied. Another possible limitation was the criterion for not including qualitative primary studies, a fact that may have led to an underestimation of the data presented. However, this review had an underlying objective of identifying the state of the art of cross-sectional studies on the topic. Another factor that must be considered is that the gender focus could only be carried out in part, as the majority of studies pointed to the absence of a sense of gender and, in less than half, the criterion was partial, without any deepening of the topic. Further research is necessary and must adopt different methodological/analytical approaches, in order to give greater visibility to all these issues addressed here.

In short, it is necessary to focus on measures that can improve the quality of work in universities, which are prerogatives to expand achievements in the work space as a privileged space for obtaining pleasure and satisfaction for men and women, equally.

Final considerations

The elements that make up the triggers for stressful symptoms and their consequences for health are the most varied, however, prevention is a promising path. To assess these teachers’ mental health status, it is necessary to build and maintain health services committed to the worker’s health. These strategies become investments in health and quality of teaching life, which reflect on the educational quality of higher education.

However, it is necessary to break with the naturalized and hegemonic discussion of an androcentric model surrounding teaching work. Gender relations involving the academic environment are topics that need to be further investigated in scientific productions in the public health field, in addition to the need to be made visible and held accountable. New achievements permeate the construction of a process that involves the most diverse social actors, starting with college teachers themselves, with support from the trade union movement, managers, as well as social and feminist movements.

References

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