Artículos de revistas
Stress and burnout in teachers during times of pandemic
Fecha
2021Registro en:
1664-1078
10.3389/fpsyg.2021.756007
Autor
Vargas Rubilar, Natalia
Oros, Laura Beatriz
Institución
Resumen
Resumen: In Argentina, once mandatory isolation was declared due to the COVID-19 pandemic,
teachers of all educational levels and modalities had to substantially modify their way
of working. The aim of this study was to identify the work situations that education
professionals perceived as threats under the modality of non-face-to-face teaching,
and to describe the level of perceived stress and its possible effect on psychophysical
symptoms. Likewise, it sought to examine possible differences in the manifestations
of burnout depending on the level of perceived stress and associated symptoms.
An empirical study with a cross-sectional design was developed, in which 9,058
Argentine teachers, who had to complete self-report measures, participated. The
sampling method was non-random, using an online procedure of reclusion of volunteers.
Descriptive techniques and non-parametric tests were used for data analysis. More
than 60% of the educators reported high and moderately high levels of stress. The
predominant stressors were uncertainty about the consequences of the pandemic, work
overload and inadequate working environment. The more stress they perceived, the
higher the manifestation of unwanted psychophysical symptoms. Professional burnout
was higher for teachers with a higher load of stress and with more psychophysical
indicators of discomfort. These results reveal the psychological impact of the COVID19 pandemic on the education staff, and encourage the development of intervention
measures to preserve the health of professionals.