Estresores asociados al rol docente de nivel primaria de una institución pública en Lima Metropolitana
Fecha
2021
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Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación tuvo como objetivo describir los estresores asociados al rol docente de nivel primaria de una institución pública de Educación Básica Regular en Lima Metropolitana. Se utilizó una metodología de tipo cualitativa con diseño fenomenológico. La información recolectada tuvo como participantes a 11 docentes de una institución pública, aplicando entrevistas semi-estructuradas. En los resultados se hallaron dieciséis estresores organizados en cinco dimensiones. Dimensión Aula: estresores de formación y monitoreo poco pertinente, dificultad para seguir indicaciones del Ministerio de Educación, exceso de actividades laborales y exámenes de ascenso. Dimensión Organización escolar: colegas poco eficaces - poco comprometidos y poca integración docente. Dimensión Relación–institución: escasa colaboración e interés de los padres, falta de reconocimiento de los padres, desacuerdo con padres y conflictos familiares. Dimensión Gestión pedagógica: dificultad para trabajar con estudiantes con necesidades educativas especiales, estudiantes con dificultad para aprender, estudiantes con problemas de conducta y estudiantes poco responsables. Dimensión Trayecto: entorno poco seguro y dificultad en la movilización. Los hallazgos mostraron que los estresores asociados al rol docente son un conjunto que se retroalimentan entre sí incrementando el estrés, revelando que los estresores no deberían ser determinados, por el contrario, deberían ser considerados de acuerdo con el contexto.
This research aimed to describe the stressors associated with the primary-level teaching role of a public regular basic education institution in Metropolitan Lima. A qualitative methodology with a phenomenological design was used. The information collected involved 11 teachers from a public institution, through semi-structured interviews. The results identified sixteen stressors organized into five dimensions. Classroom dimension: irrelevant training and monitoring, difficulty following Ministry of Education guidelines, excessive work activities, and promotion exams. School organization dimension: ineffective and uncommitted colleagues, and little teacher integration. Relationship–institution dimension: little collaboration and interest from parents, lack of parental recognition, disagreements with parents, and family conflicts. Pedagogical management dimension: difficulty working with students with special educational needs, students with learning difficulties, students with behavioral problems, and irresponsible students. Path dimension: unsafe environment and difficulty in transportation. The findings showed that the stressors associated with the teaching role reinforce each other, increasing stress, and revealing that stressors should not be treated as fixed but rather considered according to the context.
This research aimed to describe the stressors associated with the primary-level teaching role of a public regular basic education institution in Metropolitan Lima. A qualitative methodology with a phenomenological design was used. The information collected involved 11 teachers from a public institution, through semi-structured interviews. The results identified sixteen stressors organized into five dimensions. Classroom dimension: irrelevant training and monitoring, difficulty following Ministry of Education guidelines, excessive work activities, and promotion exams. School organization dimension: ineffective and uncommitted colleagues, and little teacher integration. Relationship–institution dimension: little collaboration and interest from parents, lack of parental recognition, disagreements with parents, and family conflicts. Pedagogical management dimension: difficulty working with students with special educational needs, students with learning difficulties, students with behavioral problems, and irresponsible students. Path dimension: unsafe environment and difficulty in transportation. The findings showed that the stressors associated with the teaching role reinforce each other, increasing stress, and revealing that stressors should not be treated as fixed but rather considered according to the context.
Descripción
Palabras clave
Estrés, Profesores, Instituciones públicas, Educación básica primaria, Lima Metropolitana, Área (Perú), Psicología
Citación
Díaz, M. (2021). Estresores asociados al rol docente de nivel primaria de una institución pública en Lima Metropolitana [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. https://hdl.handle.net/20.500.12833/2364
