Job Stress in Ecuadorian Teachers: Factors, Symptoms and Mitigation Strategies
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Published:
Jul 5, 2024
Keywords:
occupational stress, teaching, stress factors, stress symptoms, strategies, anti-stress.
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Abstract
Introduction: Occupational stress is a significant issue that negatively affects the health and professional performance of teachers, who are particularly vulnerable due to their numerous responsibilities. Methodology: This study, based on a prior bibliographic analysis, utilises two comprehensive surveys to investigate both the factors and symptoms of occupational stress as well as the mitigation strategies employed by experienced teachers. Development: The data, analysed using advanced statistical methods with IBM SPSS, reveal significant patterns and provide a deep understanding of the phenomenon. Results: The results, interpreted within the Ecuadorian educational context, aim to contribute to the formulation of policies that improve teachers' health and well-being, promoting a healthier and more productive work environment. Conclusions: The critical areas of occupational stress for teachers are workload, classroom conditions, and relationships with parents. The results show that teachers frequently experience stress in these areas, although there are significant variations between individuals. Strategies to mitigate stress include emotional support, regular physical exercise, and improvements in communication and administrative policies within the institution.
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Herrera Soria, R. G., Trávez Osorio, G. M., Cangui Basantes, S. V., & Jiménez Zambrano, B. A. (2024). Job Stress in Ecuadorian Teachers: Factors, Symptoms and Mitigation Strategies. Explorador Digital, 8(3), 83-100. https://doi.org/10.33262/exploradordigital.v8i3.3081
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References
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Agyapong, B., Brett-MacLean, P., Burback, L., Agyapong, V. I. O., & Wei, Y. (2023). Interventions to reduce stress and burnout among teachers: A scoping review. International journal of environmental research and public health, 20(9), 5625. https://doi.org/10.3390/ijerph20095625
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational psychology review, 26, 101-126. https://doi.org/10.1007/s10648-013-9244-0
Bottiani, J. H., Duran, C. A., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of school psychology, 77, 36-51. https://doi.org/10.1016/j.jsp.2019.10.002
Cardenas Sanz, K. E. (2022). Estrés y depresión en docentes de educación escolar en modalidad virtual debido a la pandemia por covid-19. [Tesis de pregrado, Universidad Autónoma del Perú]. Repositorio de la Universidad Autónoma del Perú. https://hdl.handle.net/20.500.13067/1831
Carroll, A., Forrest, K., Sanders-O’Connor, E., Flynn, L., Bower, J. M., Fynes-Clinton, S., York A. & Ziaei, M. (2022). Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors. Social Psychology of Education, 25(2), 441-469. https://doi.org/10.1007/s11218-022-09686-7
Ergonomía y psicosociología aplicada (2024). Estrés laboral. estresores y factores moduladores del estrés. la respuesta de estrés: fisiológica, cognitiva, emocional y conductual. los casos específicos de adicción al trabajo, tecnoestrés, tecno-adicción y otras manifestaciones asociadas al estrés laboral y su prevención. modelos explicativos de karasek, johnson y siegrist, otros. síndrome de estar quemado por el trabajo (burnout). definición y delimitación conceptual. antecedentes y factores de riesgo. evaluación del riesgo. caracterización del síndrome. efectos sobre la persona y sobre la organización. estrategias de prevención en origen, de minimización del riesgo y de protección. Instituto Nacional de Seguridad e Higiene en el Trabajo, O.A., M.P. (INSST), marzo. https://www.insst.es/documents/94886/4155701/Tema%2013.%20Estr%C3%A9s%20laboral.pdf
Gilar-Corbi, R., Pozo-Rico, T., Sánchez, B., & Castejón, J. L. (2019). Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers. PloS one, 14(10), e0224254. https://doi.org/10.1371/journal.pone.0224254
Henry, M. L. (2019). Salud laboral en el escenario productivo actual: la creciente incidencia de los riesgos psicosociales. Revista de Ciencias Sociales, 32(44), 171-196.https://doi.org/10.26489/rvs.v32i44.8
IBM. (21 de Junio de 2024). IBM SPSS. Obtenido de IBM SPSS Statistics: https://www.ibm.com/es-es/products/spss-statistics
Kim, G., & Gurvitch, R. (2020). The effect of Sports-based Physical Activity programme on teachers’ relatedness, stress and exercise motivation. Health Education Journal, 79(6), 658-670. https://doi.org/10.1177/0017896920906185
Molero Jurado, M. D. M., Pérez-Fuentes, M. D. C., Oropesa Ruiz, N. F., Simón Márquez, M. D. M., & Gázquez Linares, J. J. (2019). Self-efficacy and emotional intelligence as predictors of perceived stress in nursing professionals. Medicina, 55(6), 237. https://doi.org/10.3390/medicina55060237
Musson Rose, D., & Loomis, A. (2024). Teacher Burnout, Student-Teacher Relational Closeness, and the Moderating Effect of Work Stress Focused Supervision. Early Childhood Education Journal, 1-13. https://doi.org/10.1007/s10643-024-01651-7
Núñez, M. L., & Muñoz, M. D. (2024). Niveles de estrés laboral en funcionarios del Departamento Regional de Atención Primaria a la Salud y las Unidades de Salud Familiar–Pilar, 2021: Levels of work stress in officials of the Regional Department of Primary Health Care and Family Health Units–Pilar, 2021. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 5(2), 1677-1688. https://doi.org/10.56712/latam.v5i2.1979
Pozo-Rico, T., & Sandoval, I. (2020). Can academic achievement in primary school students be improved through teacher training on emotional intelligence as a key academic competency?. Frontiers in psychology, 10, 505892.
Rodrigues, L. T. M., Lago, E. C., Landim Almeida, C. A. P., Ribeiro, I. P., & Mesquita, G. V. (2020). Estrés y depresión en docentes de una institución pública de enseñanza. Enfermería Global, 19(57), 209-242. https://scielo.isciii.es/scielo.php?pid=S1695-61412020000100007&script=sci_arttext
Santamaría, M. D., Mondragon, N. I., Santxo, N. B., & Ozamiz-Etxebarria, N. (2021). Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic. Global Mental Health, 8, e14. doi:10.1017/gmh.2021.14
Scheuch, I., Peters, N., Lohner, M. S., Muss, C., Aprea, C., & Fürstenau, B. (2021). Resilience training programs in organizational contexts: A scoping review. Frontiers in Psychology, 12, 733036. https://doi.org/10.3389/fpsyg.2021.733036
Singleton, S. (2016). The impact of sports participation on the academic achievement of African American girls. Liberty University. https://www.proquest.com/openview/1661286c4e84f1d113685c1d755b31f4/1?pq-origsite=gscholar&cbl=18750
The American Institute of Stress. (22 de Junio de 2024). Teacher Stress: 6 Coping Strategies. Obtenido de https://www.stress.org/staging/news/teacher-stress-6-coping-strategies/
Trávez Osorio, S. E., Ocaña Pañora , L. S., Trávez Osorio, G. M., & Moreno Moreno, W. Y. (2024). Desvelando la realidad: condiciones laborales y riesgos ocupacionales en docentes de zonas rurales en Ecuador a través del cuestionario fantástico. AlfaPublicaciones, 6(1.1), 192–214. https://doi.org/10.33262/ap.v6i1.1.463
Yang, F. E. I. (2019). Effects of emotional resilience training on nurses' perceived stress, positive and negative emotions and sleep quality. Revista Argentina de Clínica Psicológica, 28(ii), 199. https://doi.org/10.24205/03276716.2019.1106