Estrés y autocuidado en docentes del sector público de Quito en el periodo 2024-2025

Abstract

This thesis was developed to investigate how work-related stress influences the self-care practices of public sector teachers in Quito. The methodology chosen for this research was qualitative, with a narrative approach and a cross-sectional design, aiming to explore teachers' narratives through semi-structured interviews. These interviews were designed to identify the factors influencing both stress and self-care practices among teachers. The results of this research revealed that the factors most contributing to teachers' stress include work rhythms hindered by a lack of training, extended working hours that exceed the required schedule, issues with parents, and stress symptoms focused on the emotional sphere. It was also found that, while teachers are aware of the importance of self-care, in some cases, it is neglected. However, it was evident that some teachers engage in various practices to maintain their self-care, such as spirituality, sports, aromatherapy, or spending time with their families. These activities not only enhance their personal wellbeing but also serve as essential support for maintaining a healthy balance between their professional and personal lives.