XX. COPING STRATEGIES AND POST-PANDEMIC MENTAL HEALTH OF AND THE TEACHERS OF THE UNIVERSITY BERNARDO O'HIGGINS
##plugins.themes.bootstrap3.article.sidebar##
views: 31 |
downloads: 146
##plugins.themes.bootstrap3.article.main##
Abstract
Within the framework of prevention, in order to generate sustainable strategies that
contribute to safeguard the psychological well-being of teachers, it is necessary
identify those stressors that are seen as permanent elements in the
demands related to academic work, and from this, determine which strategies of
coping are successful when facing adaptation processes
involved in the return to face-to-face.
The objective of this research is to analyze the coping strategies used
by the teachers of the Bernardo O'Higgins University, to address the return to classes
face-to-face in order to generate systematic and collegiate instances as a support network and
peer learning.
The approach is quantitative with a descriptive scope regarding the phenomenon analyzed. The
The selected sample is made up of 217 teachers to whom the questionnaire was applied.
COPE-28 of coping and a survey on administrative, academic and
external. According to the results obtained, the lack of time is identified as
main stressor and the active coping strategy as the most used. As
conclusion the teachers seek solutions to the problems that affect them in a
individual, however, they lack instances of collective accompaniment that allow them to
manage external and/or internal demands that minimize certain situations
stressors present in the context of tertiary education
Download Statistics
##plugins.themes.bootstrap3.article.details##
Coping strategies, Mental health, Stress factors, University teacher.
Hernán, Velásquez Perales, Rosa Albina. (2020). Niveles de Burnout y estrategias de
afrontamiento en docentes de educación superior. Revista Cubana de Enfermería,
36(2) 1-18,
España, I. E. G., Panunzio, A. P., Gómez, M. A. C., & Santillán, M. A. B. (2021). Síndrome
burnout en docentes universitarios. RECIMUNDO, 5(3), 205-219. DOI:
https://bit.ly/3SblKrn
Guerrero Barona, E. (2002). Modos de afrontamiento de estrés laboral en una muestra de
docentes universitarios. Revista interuniversitaria de formación del profesorado. 43,
93-112
Hernández S. R, Fernández C.C & Baptista L. P. (2014) Metodología de la Investigación. 6°
Edición. Editorial McGRAW-HILL / INTERAMERICANA EDITORES, S.A. DE
C.V. México.
González Cabanach, R., Souto-Gestal, A., González-Doniz, L., & Franco Taboada, V.
(2018). Perfiles de afrontamiento y estrés académico en estudiantes universitarios.
Revista de Investigación Educativa, 36(2), 421–433. https://bit.ly/3LyAJt5
Noroña Salcedo, Darwin Raúl (2022). Autopercepción de la salud laboral en docentes del
Instituto Superior Tecnológico Sucre ECA. Sinergia, vol. 13, núm. 1, 2022, Enero-,
pp.80-92. Universidad Técnica de Manabí Ecuador. DOI: https://bit.ly/3qEX4vl
Morán Astorga, C., Landero Hernández, R., & González Ramírez, M. T. (2010). COPE-28:
un análisis psicométrico de la versión en español del brief COPE. Universitas
Psychologica, 9(2), 543–552. DOI: https://bit.ly/3xvkE1s
Paredes, M., Viloria, H., Lozada, D., Guale, J., & Guzmán, J. (2021). Burnout y
afrontamiento en docentes universitarios de Ecuador, 2020. GICOS: Revista del
Grupo de Investigaciones en Comunidad y Salud, 6(4), 39-55.
Pascual Jimeno, Aitziber, & Conejero López, Susana (2019). Regulación emocional y
afrontamiento: Aproximación conceptual y estrategias. Revista Mexicana de
Psicología, 36(1),74-83. ISSN: 0185-6073. https://bit.ly/3S02iOB
Scorsolini-Comin F, Patias ND, Cozzer AJ, Flores PAW, Hohendorff JV. Mental health and
coping strategies in graduate students in the COVID-19 pandemic. Rev. Latino-Am.
Enfermagem. 2021;29, 1- 11. DOI: https://bit.ly/3xrC0fM