Teaching stress during educational processes with physical and remote attendance regarding the Covid-19 pandemic
DOI:
https://doi.org/10.59343/yuyay.v1i1.12Keywords:
Teacher stress, Burnout, teaching-learning, teacher professional development,, job stressAbstract
The integration of new technologies and the increase in workload have had an influence on teaching performance to the point of affecting the development of teaching-learning activities. The balance between the time dedicated to professional practice and the time available for physical and psychological rest is analyzed based on the definition of stress as a set of daily situations that affect the personal and professional development of an individual and that increased in virtual educational practices during Covid-19. The study was carried out in two educational units in the city of Quito-Ecuador to whom the Maslach Burnout Inventory questionnaire was applied. Data on sociodemographic variables was also obtained. The sample consisted of 155 participants and the statistical program JASP 0.15 was used for the analysis. The results show the degree of work stress that teachers have depending on the sociodemographic variables: rural, urban, gender, age, level of education, marital status and who lives with which >0.51 does not find the space for realization. from postgraduate studies and that also keep a statistically significant correlation <.001, moderate between the variable inattention and the symptoms of frustration 0.46; symptoms of guilt 0.36; wear symptoms 0.26; tiredness 0.51; lack of attention 0.26 and labor importance 0.43; motivating a discussion regarding the times and workload assigned to teachers regardless of whether they work in rural or urban areas.
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