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

Abstract

Abstract: The objective of this research was to identify factors associated with stress in teachers of an educational institution, located south of the city of Riobamba during the period 2021-2022. A quantitative, non-experimental, cross-sectional and descriptive approach was used in a non probabilistic accessibility sample of 40 teachers. The instruments used were Ad-hoc sociodemographic and labor questionnaire, Maslach burnout Inventory, Technostress questionnaire, Depression, Anxiety and Stress Scales (DASS-21), Coping Styles Scale (BRIEF-COPE-28). Among the most relevant results, the prevalence of depersonalization dimensions was high, with a quarter reporting that the scales that scored high on technical stress were skepticism followed by fatigue and inefficiency; in terms of mental health, the highest score is anxiety. The most prominent coping strategies are those focused on the problem. It was concluded that teachers had a greater problem in the dimensions of burnout where they presented high levels of emotional exhaustion and personal fulfillment with 21.1% respectively and 26.3% have high levels of depersonalization at work.