Análise comparativa do Ciclo Sono-Vigília, qualidade de sono e sonolência diurna em docentes da educação pública em nível de ensino básico e superior

Abstract

The work context of public basic and higher education leads teachers to different working conditions, which can cause greater irregularity in the sleep-wake pattern, excessive daytime sleepiness, and poor sleep quality. In this study, we comparatively analyzed the characteristics of the work context, knowledge and sleep habits, sleep-wake cycle pattern, sleep quality, and daytime sleepiness among 118 teachers of basic education (BE) and 77 of higher education (HE), from public education. Participants completed the questionnaires “Health and Sleep”, Morningness-Eveningness Questionnaire, Pittsburg Sleep Quality Index, Epworth Sleepiness Scale, and Sleep Diary for 10 days. Regarding the work context, working hours and shifts, weekly working hours, and job satisfaction were obtained through the “Health and Sleep” questionnaire. Most HE teachers work in 2 shifts (morning and afternoon), while in BE, 1 to 2 shifts prevail, distributed between morning (21.6%), morning and afternoon (26.2%), and afternoon (24.3%); with a predominant weekly workload between 20-40h, being higher in ES (t =-2.95; p=0.004). Teachers did not differ in bedtime (t=-1.06; p=0.28) and time in bed (t=0.15; p=0.87) on working days, but the BE got up earlier (t=-3.07; p=0.01) on working and free days (t=- 2.37; p=0.01). Regarding the level of knowledge, the HE had higher percentages of correct answers about the importance and influence of light on sleep times, while the BE, in general aspects of sleep. The BE showed higher levels of daytime sleepiness (t=3.04; p<0.001), with no differences in sleep quality, which was poor in both groups (t=0.40; p=0.69). Regardless of the level of education, females are associated with worse sleep quality (B=1.16; p=0.03), while the tendency to morningness is related to greater irregularities in bedtime (B=1.07; p=0.04), less daytime sleepiness (B=-0.09; p<0.01), and better sleep quality (B=-0.07; p<0.01). There was a tendency for higher scores of correct answers on knowledge about sleep to be associated with lower social lag (B=- 2.16; p=0.06). Regarding the work context, starting work later is associated with greater irregularity in bedtime (B=0.12; p=0.03), while finishing work earlier, greater irregularity in getting up (B=-0.13; p<0.01) and time in bed (B=-0.15; p=0.01). Greater weekly workload is associated with greater irregularity in times to get up (B=2.27; p<0.01) and time in bed (B=2.26; p=0.01); while the greater number of shifts was associated with higher social lag (B=13.66; p<0.01). Therefore, sleep parameters, daytime sleepiness levels, and sleep quality of teachers are related to biological factors, such as sex and chronotype, and factors related to the work context, such as working hours, weekly workload, and number of shifts, regardless of the level of education.