Burnout y estresores en docentes durante la pandemia por COVID-19
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INTRODUCCIÓN. Ante la pandemia por COVID-19 surgieron una serie de medidas de restricción que contribuyeron a frenar los contagios, entre ellas, el cierre de lugares públicos. Con el fin de asegurar la continuidad educativa, se instauró la modalidad virtual; sin embargo, un gran número de docentes vieron sobrepasados sus recursos para lidiar con tales demandas, al no encontrarse preparados. Por ello, el objetivo del estudio fue comprobar un modelo explicativo del burnout a partir de los estresores laborales durante la pandemia en los docentes. MÉTODO. Se planteó un estudio aplicado con diseño explicativo de variables latentes, mediante ecuaciones estructurales (SEM). Los participantes fueron 504 profesores (M edad = 42.18; DE = 10.2) de educación básica regular de instituciones estatales (62.7%) y privadas (37.3%), de tres regiones peruanas, quienes respondieron a una ficha sociodemográfica, a la Escala de Estresores en Docentes en Tiempos de Pandemia y al Maslach Burnout Inventory (MBI). RESULTADOS. Se obtuvo que las dimensiones del burnout, agotamiento emocional y cinismo se explican por los estresores: entorno del trabajo y sobrecarga laboral, el uso de nuevas tecnologías, la incertidumbre por la duración y consecuencias de la pandemia, el aspecto organizacional de la institución educativa y las relaciones con el entorno del alumno. DISCUSIÓN. Los hallazgos sugieren que la pandemia por COVID-19 ha generado una serie de estresores que han tenido un impacto negativo en la salud mental de los docentes, quienes vivencian una sensación de agotamiento emocional, pérdida de fuerza y energía insuficiente para continuar afrontando el trabajo, así como respuestas insensibles o distantes a diferentes rasgos del trabajo. En este sentido, se propone fortalecer los recursos personales y logísticos de los maestros, para afrontar las demandas educativas y contrarrestar el efecto negativo de los estresores.
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