Identificación del estrés en docentes ecuatorianos de educación básica y bachillerato durante la pandemia de Covid-19

Abstract

Abstract: The general objective of this research work was to identify the factors related to stress in teachers of a fiscomisional educational institution in the city of Quito, period 2021-2022. The methodology used was quantitative, non-experimental, cross-sectional, exploratory, descriptive, with a sample of 46 teachers of accidental and non-probabilistic accessibility. The instruments applied were the Ad-hoc sociodemographic and labor questionnaire, Maslach Chronic Work Stress Inventory, Technostress Questionnaire, Depression, Anxiety and Stress Scales (DASS 21) and Coping Scale (BRIEF-COPE-28). It was identified that a third and a fifth of the teachers presented high levels of emotional exhaustion and depersonalization, respectively, and more than half exhibited low levels of personal accomplishment, in technostress the highest scored scale was inefficiency, in mental health the dimension The most predominant was stress, while the strategy preferred by teachers was coping focused on the problem. Therefore, the relationship between the prevalence of levels of chronic work stress and teleworking is evident, due to the increase in workloads and strenuous hours.