Estrés docente : factores protectores y de riesgo
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Archivos
Fecha
2017
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El objetivo del proceso investigativo es identificar los principales factores protectores y de riesgo que influyen en el desencadenamiento del estrés en docentes de educación básica pertenecientes a colegios de dependencia particular subvencionado y particular pagado. Para esto, se recopiló información a través de cuatro Focus Group compuestos por quince docentes de cuatro establecimientos distintos, específicamente dos particulares pagados y dos particulares subvencionados.
Se desarrollan en profundidad conceptos como: estrés, estrés docente, factores protectores y de riesgo, convivencia escolar, bienestar docente y burnout que permiten comprender de manera certera y realista cómo se vive y afecta en la actualidad el estrés docente en Chile, esta vez desde la mirada desde los profesores.
A través del análisis de datos se identifican las diferencias y similitudes que existen entre ambos contextos, así como su repercusión en el desarrollo laboral y personal de los docentes. Se evidencian las percepciones de bienestar y relaciones interpersonales que tienen los profesores y se identifican estrategias personales, oportunidades y apoyo que pueden ser útiles para hacer frente al estrés, así como aquellos factores que son considerados como de riesgo tanto a nivel institucional como personal.
A partir de esto, se determinan y caracterizan los principales factores y se plantean sugerencias que pueden ayudar a hacer frente a este problema del rol docente.
The aim of the research process is to identify the main protective and risk factors that influence the triggering of stress in primary school teachers belonging to private-subsidized and private-paid schools. For this, information was collected through four focus groups composed by fifteen teachers from four different establishments. Specifically two paid-private and two private-subsidized schools. Concepts such as stress, teaching stress, protective and risk factors, interpersonal relationships, teaching well-being and burnout are developed in depth to understand accurately and realistically how teaching stress in Chile is lived and currently affected. This time, from the teacher's point of view. Through the analysis of data, the differences and similarities that exist between both contexts are identified. As well as their repercussion in the labor and personal development of the teachers. Teachers' perceptions of well-being and school coexistence are evident and personal strategies, opportunities and support that can be useful to regulate stress are identified, as well as those factors that are considered risky on both institutional and personal levels. From this, the main factors are determined and characterized by suggestions that can help address this problem of the teaching role.
The aim of the research process is to identify the main protective and risk factors that influence the triggering of stress in primary school teachers belonging to private-subsidized and private-paid schools. For this, information was collected through four focus groups composed by fifteen teachers from four different establishments. Specifically two paid-private and two private-subsidized schools. Concepts such as stress, teaching stress, protective and risk factors, interpersonal relationships, teaching well-being and burnout are developed in depth to understand accurately and realistically how teaching stress in Chile is lived and currently affected. This time, from the teacher's point of view. Through the analysis of data, the differences and similarities that exist between both contexts are identified. As well as their repercussion in the labor and personal development of the teachers. Teachers' perceptions of well-being and school coexistence are evident and personal strategies, opportunities and support that can be useful to regulate stress are identified, as well as those factors that are considered risky on both institutional and personal levels. From this, the main factors are determined and characterized by suggestions that can help address this problem of the teaching role.
Notas
Tesis (Psicopedagogo, Licenciado en Educación)
Palabras clave
Profesores, Estrés Laboral, Salud Mental, Educación Básica, Investigaciones, Chile