Estrés, apoyo social y estrategias de afrontamiento presentes en profesores POST COVID-19
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Fecha
2022
Autores
González Carvajal, Grachy Massiel
Barrera Aristizabal, Jullieth Vanessa
Carrillo Hernández, Nikol Stefany
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Antecedentes: Se retoman una investigación por Villafuerte, Bello, Pantaleón, & Bermello, (2020), realizaron un estudio para ver el rol de los profesores ante la crisis del covid-19 en Manta-Ecuador. Los instrumentos fueron un foro y una entrevista abierta. Como resultado, la experiencia ha enseñado que las acciones deben ir encaminadas a una intervención es importante generar estrategias que favorezcan al rol del docente ante el afrontamiento de esta crisis de la salud a nivel mundial. Otra investigación desarrollada por Anaya & Rojano, (2020) que abordaron el fenómeno de las tensiones y emociones de la práctica docente en tiempos del covid-19, en algunas Instituciones Educativas de 5 departamentos de Colombia. Utilizaron un cuestionario. Como resultado de acuerdo al indicador N°3 referido al estrés, el 88.56% de los docentes (81) encuestados manifestó que siempre presentan intranquilidad al realizar una tarea de forma imprevista, genera inconformidad, alterando los hábitos de sueño, afectando la concentración y disminuyendo la productividad en el trabajo. Se tiene evidencia de la importancia del manejo de estrés ya que influye en los niveles de tensión y emociones que maneja el docente. Objetivos: Se consideró, Identificar los niveles de estrés, determinar el apoyo social percibido y las estrategias de afrontamiento y establecer la relación existente de estas en profesores de la Institución Educativa Julio Pérez Ferrero de Cúcuta Norte de Santander. Materiales y Métodos: Se creó una ficha sociodemográfica tomando los aspectos: Edad; Genero; Estado civil; Estrato socioeconómico; Nivel de educación; Tiempo de servicio laboral. La escala de estrés percibido (EEP-10), está conformada por 10 ítems divididos por dos escalas, la primera es denominada (Factor I Distres general), (Factor II Capacidad de afrontamiento. Su coeficiente de alfa de Cron Bach de 0,65. El inventario de estimación de afrontamiento (COPE), Divididas por 3 escalas, (Estilo de afrontamiento enfocado en el problema); (Estilo de afrontamiento enfocado en la emoción); (Escalas adicionales propuestas por Carver). Son definidas operacionalmente a través del puntaje que se alcanzan por la suma de los ítems, los puntajes obtenidos en cada ítem se suman a los correspondientes a cada escala. Escala multidimensional de percepción de apoyo social percibido (MSPSS), está constituido por 3 escalas denominadas; Apoyo de otras personas significativas; Apoyo familiar; Apoyo de amigos. La medida de adecuación muestral de Kaiser Meyer Olkin arroja un 0.79 Resultados: Se encontró que en mujeres el 76% y en hombres el 61% representa los niveles de estrés medios. El 85% de mujeres y en hombres el 87% tienen niveles altos de apoyo social. En cuanto a las estrategias de afrontamiento en mujeres el 100% y en hombres el 96% representa los niveles medios. Conclusiones: Ante un nivel medio en cuanto a las estrategias de afrontamiento habrá presencia de estrés y tener un alto nivel en apoyo social no garantiza a los profesores tomar estrategias de afrontamiento efectivas ante situaciones estresoras. Hay dificultades en el bienestar psicológico, considerando la sobrecarga laboral y las grandes responsabilidades que se presentan por el nivel educativo con el que cuentan en la actualidad los profesores.
Background: A research by Villafuerte, Bello, Pantaleón, & Bermello, (2020), conducted a study to see the role of teachers in the face of the covid-19 crisis in Manta-Ecuador. The instruments were a forum and an open interview. As a result, the experience has taught that the actions should be aimed at an intervention, it is important to generate strategies that favor the role of teachers in the face of this global health crisis. Another research developed by Anaya & Rojano, (2020) who addressed the phenomenon of tensions and emotions of the teaching practice in times of covid-19, in some Educational Institutions of 5 departments of Colombia. They used a questionnaire. As a result according to indicator N°3 referred to stress, 88.56% of the teachers (81) surveyed stated that they always present uneasiness when performing a task in an unexpected way, generating inconformity, altering sleeping habits, affecting concentration and decreasing productivity at work. There is evidence of the importance of stress management as it influences the levels of tension and emotions that the teacher handles. Objectives: To identify stress levels, determine the perceived social support and coping strategies and establish the existing relationship between them in teachers of the Julio Pérez Ferrero Educational Institution in Cúcuta Norte de Santander. Materials and Methods: A sociodemographic card was created taking into account the following aspects: Age; Gender; Marital status; Socioeconomic stratum; Level of education; Time of work service. The perceived stress scale (EEP-10) is composed of 10 items divided into two scales, the first one is called (Factor I General Stress), (Factor II Coping Capacity). Its Cron Bach alpha coefficient is 0.65. The Coping Coping Estimation Inventory (COPE), divided by 3 scales, (Problem-focused coping style); (Emotion-focused coping style); (Additional scales proposed by Carver). They are operationally defined through the score achieved by the sum of the items, the scores obtained in each item are added to those corresponding to each scale. Multidimensional scale of perception of perceived social support (MSPSS), is constituted by 3 scales called; Support from significant others; Family support; Support from friends. The sample adequacy measure of Kaiser Meyer Olkin yields a 0.79 Results: It was found that 76% of women and 61% of men represent medium stress levels. In women 85% and in men 87% have high levels of social support. Regarding coping strategies in women 100% and in men 96% represent medium levels. Conclusions: Before a medium level in terms of coping strategies there will be presence of stress and having a high level in social support does not guarantee teachers to take effective coping strategies in the face of stressful situations. There are difficulties in psychological well-being, considering the work overload and the great responsibilities that are presented by the educational level that teachers currently have.
Background: A research by Villafuerte, Bello, Pantaleón, & Bermello, (2020), conducted a study to see the role of teachers in the face of the covid-19 crisis in Manta-Ecuador. The instruments were a forum and an open interview. As a result, the experience has taught that the actions should be aimed at an intervention, it is important to generate strategies that favor the role of teachers in the face of this global health crisis. Another research developed by Anaya & Rojano, (2020) who addressed the phenomenon of tensions and emotions of the teaching practice in times of covid-19, in some Educational Institutions of 5 departments of Colombia. They used a questionnaire. As a result according to indicator N°3 referred to stress, 88.56% of the teachers (81) surveyed stated that they always present uneasiness when performing a task in an unexpected way, generating inconformity, altering sleeping habits, affecting concentration and decreasing productivity at work. There is evidence of the importance of stress management as it influences the levels of tension and emotions that the teacher handles. Objectives: To identify stress levels, determine the perceived social support and coping strategies and establish the existing relationship between them in teachers of the Julio Pérez Ferrero Educational Institution in Cúcuta Norte de Santander. Materials and Methods: A sociodemographic card was created taking into account the following aspects: Age; Gender; Marital status; Socioeconomic stratum; Level of education; Time of work service. The perceived stress scale (EEP-10) is composed of 10 items divided into two scales, the first one is called (Factor I General Stress), (Factor II Coping Capacity). Its Cron Bach alpha coefficient is 0.65. The Coping Coping Estimation Inventory (COPE), divided by 3 scales, (Problem-focused coping style); (Emotion-focused coping style); (Additional scales proposed by Carver). They are operationally defined through the score achieved by the sum of the items, the scores obtained in each item are added to those corresponding to each scale. Multidimensional scale of perception of perceived social support (MSPSS), is constituted by 3 scales called; Support from significant others; Family support; Support from friends. The sample adequacy measure of Kaiser Meyer Olkin yields a 0.79 Results: It was found that 76% of women and 61% of men represent medium stress levels. In women 85% and in men 87% have high levels of social support. Regarding coping strategies in women 100% and in men 96% represent medium levels. Conclusions: Before a medium level in terms of coping strategies there will be presence of stress and having a high level in social support does not guarantee teachers to take effective coping strategies in the face of stressful situations. There are difficulties in psychological well-being, considering the work overload and the great responsibilities that are presented by the educational level that teachers currently have.
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Palabras clave
Estrés, Apoyo social, Estrategias de afrontamiento, Profesores, Post covid-19, Stress, Social support, Coping strategies, Teachers, Post covid-19
