Riesgos psicosociales y Síndrome de Burnout en docentes de la Escuela de Educación Especial N°1 de zona sur de GBA en 2019
Fecha
2023-11-08
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Universidad Nacional Arturo Jauretche. Instituto de Ciencias Sociales y Administración
Resumen
El presente estudio tiene como objetivo principal analizar la presencia de factores psicosociales y la existencia de indicadores del síndrome de Burnout en docentes de la Escuela de Educación Especial N°1, ubicada en la zona sur del GBA durante el año 2019.
Para su abordaje, se utilizó como metodología una perspectiva cuantitativa y se administró un macrocuestionario compuesto por: Cuestionario de datos socio-demográficos y socio-laborales (construido ad-hoc para la presente investigación), Cuestionario de Evaluación de Factores Psicosociales (CEFAP) y Cuestionario Maslach Burnout Inventory (MBI). Se tomó una muestra simple no probabilística con un muestreo aleatorio de 46 docentes. El 100% pertenece al género femenino, con una edad promedio de 41,2.
Los resultados obtenidos identificaron factores psicosociales negativos significativos, como altas exigencias psicológicas y sintomatología, reflejando cargas emocionales y físicas inherentes a la enseñanza. La falta de autonomía en la toma de decisiones, la inseguridad laboral y las condiciones laborales afectaron la calidad de la enseñanza y el apoyo a los/as estudiantes. Y la “doble presencia” que dificulta el equilibrio entre las responsabilidades laborales con las tareas domésticas. La edad y la antigüedad laboral desempeñan un papel en la experiencia de Burnout. En cuanto al género, al no poder realizar una comparación, se destacó feminización de la profesión docente y la importancia de reconocer el papel fundamental de las mujeres en la educación.
The main objective of this study is to analyze the presence of psychosocial factors and the existence of Burnout síndrome indicators in teachers at Special Education School No. 1, located in the southern Greater Buenos Aires area during the year 2019 For the approach, a quantitative perspective was used as a methodology and a macroquestionnaire was administered composed of: Socio-demographic and socio-labor data questionnaire (constructed ad-hoc for this research), Psychosocial Factors Evaluation Questionnaire (CEFAP) and the Maslach Burnout Inventory (MBI). A simple non-probabilistic sample was taken with a random sampling of 46 teachers. 100% belong to the female gender, with an average age of 41.2. The results obtained identified significant negative psychosocial factors, such as high psychological demands and symptomatology, which reflected the emotional and physical burdens inherent to teaching. The lack of autonomy in decision-making, job insecurity and working conditions affected the quality of teaching and support for students. And the “double presence” that makes it difficult to balance work responsibilities with domestic tasks. Age and length of service play a role in the experience of Burnout. Regarding gender, since a comparison could not be made, the feminization of the teaching profession and the importance of recognizing the fundamental role of woman in education were highlighted.
The main objective of this study is to analyze the presence of psychosocial factors and the existence of Burnout síndrome indicators in teachers at Special Education School No. 1, located in the southern Greater Buenos Aires area during the year 2019 For the approach, a quantitative perspective was used as a methodology and a macroquestionnaire was administered composed of: Socio-demographic and socio-labor data questionnaire (constructed ad-hoc for this research), Psychosocial Factors Evaluation Questionnaire (CEFAP) and the Maslach Burnout Inventory (MBI). A simple non-probabilistic sample was taken with a random sampling of 46 teachers. 100% belong to the female gender, with an average age of 41.2. The results obtained identified significant negative psychosocial factors, such as high psychological demands and symptomatology, which reflected the emotional and physical burdens inherent to teaching. The lack of autonomy in decision-making, job insecurity and working conditions affected the quality of teaching and support for students. And the “double presence” that makes it difficult to balance work responsibilities with domestic tasks. Age and length of service play a role in the experience of Burnout. Regarding gender, since a comparison could not be made, the feminization of the teaching profession and the importance of recognizing the fundamental role of woman in education were highlighted.
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Palabras clave
Riesgos psicosociales, Síndrome de Burnout, Estrés laboral, Docencia, Educación especial, Psychosocial risks, Burnout syndrome, Work stress, Teaching, Special education
Citación
Riesgos psicosociales y Síndrome de Burnout en docentes de la Escuela de Educación Especial N°1 de zona sur de GBA en 2019 [Trabajo final de grado, Universidad Nacional Arturo Jauretche]. https://rid.unaj.edu.ar/handle/123456789/3230