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Bienestar Docente durante la Pandemia COVID-19 : La Comparación entre Ecuador y Chile

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Bienestar Docente durante la Pandemia COVID-19 : La Comparación entre Ecuador y Chile

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dc.contributor.author López Orellana, Cindy Tatiana es
dc.contributor.author Varela Torres, Jorge Javier es
dc.contributor.author Guzman Martinez, Paulina de los Angeles es
dc.contributor.author Piedra Martinez, Elisa de Lourdes es
dc.contributor.author Freire Pesántez, Andrea es
dc.contributor.author Baculima Bacuilima, Janneth Lucía es
dc.contributor.author Cordero Cobos, Lucía es
dc.date.accessioned 2022-03-01T08:46:18Z
dc.date.available 2022-03-01T08:46:18Z
dc.date.issued 2021 es
dc.identifier.citation López Orellana, Cindy Tatiana ; Varela Torres, Jorge Javier ; Guzman Martinez, Paulina de los Angeles ; Piedra Martinez, Elisa de Lourdes ; Freire Pesántez, Andrea ; Baculima Bacuilima, Janneth Lucía ; Cordero Cobos, Lucía. Bienestar Docente durante la Pandemia COVID-19 : La Comparación entre Ecuador y Chile.. En: Revista de Sociología de la Educación-RASE, 14 3 2021: 325-347 es
dc.identifier.uri https://hdl.handle.net/10550/81749
dc.description.abstract The global health crisis has affected the teaching profession, and teachers have had to transform the way they do their work and face new professional challenges. This study aims to identify and compare perceptions of emotional, social, and occupational well-being during the pandemic among Chilean and Ecuadorian teachers and identify differences by gender and the relationship between the level of well-being and different socioemotional dimensions. A total of 881 preschool, primary, and secondary school teachers from both countries participated in the study, answering an online questionnaire about work/domestic load, work schedule, institutional support, positive and negative affect, social support, emotional exhaustion, well-being, and cyber victimization. The results report a greater work and domestic load during the pandemic; there are also scores with a positive trend in all the socioemotional dimensions. However, Ecuadorian teachers significantly perceived less work and domestic load, less burnout, greater general well-being, positive feelings, and support, which indicates that sociodemographic characteristics influence the way they face crises. Another influential variable was gender, where women perceived a more significant emotional, social and work-related burden. There was a high positive correlation between general well-being with positive feelings and social support; high negative correlations between negative feelings and emotional exhaustion. In conclusion, these results reveal the socioemotional reality that teachers are experiencing during the pandemic and provide guidelines to generate actions that promote the general well-being of this population. es
dc.title Bienestar Docente durante la Pandemia COVID-19 : La Comparación entre Ecuador y Chile es
dc.type journal article es_ES
dc.subject.unesco UNESCO::SOCIOLOGÍA es
dc.identifier.doi 10.7203/RASE.14.3.21472 es
dc.type.hasVersion VoR es_ES

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