Identificación del estrés en docentes ecuatorianos de educación básica y bachillerato durante la pandemia de Covid-19 en dos instituciones fiscomisionales de los sectores centro y sur de la ciudad de Tulcán durante el año 2021-2022

Abstract

Abstract: The present research was carried out with the objective of identifying the factors related to teachers' stress in two public schools in the central and southern sectors of the city of Tulcán during the year 2021-2022. A quantitative, non-experimental, transversal, descriptive methodology was used with an accidental-accessibility and non-probabilistic sample of 41 elementary and high school teachers. The instruments used were an Ad-hoc questionnaire of sociodemographic and work variables, Maslach Chronic Work Stress Inventory [MBI-GS], Technostress Questionnaire: Salanova et al. (2007), Depression, Anxiety and Stress Scale [DASS-21], and the Multidimensional Coping Styles Evaluation Scale [BRIEF-COPE/28]. The results showed that the most affected scale of burnout is low personal accomplishment, with 17.1%; as for technostress, high percentages were found in the ineffectiveness dimension, with 19.5%; in mental health, with an average of moderate to severe was the anxiety scale, with 26.8% and 4.9%, respectively; and the coping strategies highlighted were those focused on the problem, with an average of 26.56.