Identificación De Factores De Riesgos Laborales Psicosociales Experimentados Por Docentes En Tres Instituciones Educativas En El Sector Norte De La Ciudad De Quito Durante El Año 2021

Abstract

Abstract: Teaching has been classified as a profession with high labor and emotional demands, in which professionals are exposed to various psychosocial risks, which implies greater vulnerability to stress and other negative psychological effects. The objective of this research was to identify the main psychosocial risk factors experienced by teachers from three educational institutions in the northern sector of the city of Quito during the year 2021; therefore, a non-experimental, exploratory, descriptive, quantitative and cross-sectional methodology was used with a sample of 40 professionals who work in educational institutions. The following instruments were applied: Ad Hoc Sociodemographic Questionnaire, Maslach Burnout Inventory (MBIGS), Copenhagen Psychosocial Questionnaire (CoPSoQ-III), Psychological Capital Questionnaire (PCQ), Depression, Anxiety and Stress Scales (DASS-21), UCLA Loneliness Scale and Resilience Scale (RS-14). The results indicate symptoms of burnout, anxiety, depression and stress, high emotional demands and job insecurity, and highlight the strengths of this group in terms of emotional and cognitive resources to face adversity.