Identificación del estrés en docentes durante la pandemia de COVID-19

Abstract

Abstract: Teachers' health conditions and emotional well-being have gained relevance within the educational policy agenda, as they directly influence their performance and overall well-being. Various studies have shown that teachers experience high levels of stress, distress, and difficulties concentrating, which impact both their teaching effectiveness and quality of life. In this context, the present study aims to identify the factors associated with stress among teachers from two educational institutions in the Puerto Ayora sector, in the city of Santa Cruz, during the year 2021. To achieve this, a non-experimental methodology was adopted, employing a quantitative approach with a cross-sectional design. Various measurement and assessment instruments were applied, including an Ad-hoc sociodemographic and occupational questionnaire, the Maslach Burnout Inventory-General Survey (MBI-GS), the techno-stress scale, the DASS-21, and the BRIEF-COPE/28. The results indicate that the teachers do not exhibit burnout syndrome, have stable mental health, report low levels of techno-stress, and use coping strategies focused on problem-solving.