Identificación del estrés en docentes de educación básica y bachillerato de una institución pública de la ciudad de Quito, durante la pandemia de la COVID-19

Abstract

Abstract: The objective of the study was to identify stress in basic education and high school teachers of a public institution in the city of Quito, during of the COVID-19 pandemic. The study design was quantitative, non-experimental, transectional (cross-sectional), exploratory and descriptive. The following instruments were applied to 40 teachers: Ad Hoc Questionnaire, Maslach Chronic Work Stress Inventory (MBI-GS); Maslach and Jackson (1986), Technostress Questionnaire: Salanova et al. (2007), Depression, Anxiety and Stress Scales (DASS-21) and Multidimensional Scale for the Assessment of Coping Styles (BRIEF-COPE). Among the main results we have that 44,7% show medium emotional exhaustion and 34,2% high, 78,9% present a high level of depersonalization, 86,8% low level of personal fulfillment, 55,3% % severe levels of depression and 78,9% in anxiety. Teachers face stress in different ways: 35,97% use strategies focused on problems, 29,71% through dysfunctional strategies and 25,26% based on their emotions.