Teachers' well-being in times of Covid-19 pandemic: factors that explain professional well-being

Regina Alves; Teresa Lopes; José Precioso

doi:10.46661/ijeri.5120

Autores/as

Regina Alves CIEC - Research Center of Child Studies,Institute of Education, University of Minho
Teresa Lopes Portugal
José Precioso Portugal

DOI:

https://doi.org/10.46661/ijeri.5120

Palabras clave:

COVID-19, docentes, bienestar, satisfacción laboral, perspectivas de futuro

Resumen

El objetivo de este estudio transversal fue describir y analizar factores relacionados con el bienestar profesional de los docentes portugueses durante la pandemia de COVID-19. Se aplicó un cuestionario validado, anónimo y en línea a una muestra no probabilística de docentes portugueses. Además de las variables sociodemográficas y profesionales, el cuestionario midió el bienestar subjetivo y profesional, la satisfacción con el sistema educativo y las perspectivas futuras con respecto a las circunstancias profesionales. Se analizaron las características psicométricas del cuestionario, se utilizó la prueba t y ANOVA para analizar las diferencias entre las principales variables y las características sociodemográficas y profesionales, junto con el modelo lineal generalizado para determinar con mayor precisión los factores predictores de Bienestar profesional de los docentes. Los resultados mostraron que la mayoría de los encuestados tienen una percepción moderadamente positiva del bienestar. Los docentes estaban satisfechos con el sistema educativo antes de la pandemia. La pandemia ha reducido la percepción de bienestar frente a la profesión, creando cierta preocupación entre los profesores sobre su futuro profesional. El sexo, la duración del servicio, el bienestar, las percepciones de las dificultades de enseñanza y las perspectivas futuras demostraron ser predictores del bienestar profesional en tiempos de pandemia. Este estudio proporcionó bases científicas para el desarrollo de intervenciones que mejoran el bienestar profesional de los docentes, que se centran en el manejo emocional y el desarrollo de habilidades digitales en docentes con largas carreras. Esta investigación concluyó con evidencia exhaustiva de que existe la necesidad de una mayor y más fuerte inversión en políticas públicas para la reforma y, en consecuencia, para la renovación de la clase docente.

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