Evaluación del estrés laboral del personal docente de la Escuela Fiscal Enrique Vallejo Vivanco

Abstract

Recent studies allude that work stress is a growing problem in the educational field. Teachers are exposed to countless stressors, such as parental pressure, student requirements, work contexts, and lack of recognition. Therefore, the present systematization work “Evaluation of Work Stress of the teaching staff of the “Enrique Vallejo Vivanco” Fiscal School arises from the learning acquired within the experimental, academic practice, and from the interest of knowing the impact that this phenomenon has on the health and well-being of teachers, therefore, whose objective was to determine the level of work stress experienced by teaching staff in order to analyze the results obtained and develop an intervention plan that improves the quality of life of the staff teacher. The results of the open interview carried out with the teaching staff show a diversity of perceptions about the work environment where they mention positive and negative aspects such as: collaboration, respect and lack of commitment in specific situations, same factors that were corroborated in the results of the application of the questionnaire where it is evident that the levels of work stress of the teaching staff are low and the organizational structure, lack of cohesion and organizational climate were determined as stressors. Significant differences were found in the levels of stress reported by sex and age, with a higher level of stress for men.

Although the results obtained from this systematization show that work stress is low, which shows that it is not a major problem that affects the teaching staff of the educational institution, a proposal is presented that takes into account the main results found and thus be able to develop strategies to prevent, address and reduce work stress in this context, with the aim of improving the health, quality of life and well-being of teachers.