Recursos Personales, Enseñanza Remota de Emergencia, Burnout y Adicción al Trabajo en MaestrosAuthorshipSCIMAGO INSTITUTIONS RANKINGS
DOI:
https://doi.org/10.1590/Resumen
Aunque los cambios en la organización del trabajo docente durante la pandemia de Covid-19 han sido bien documentados, poco se sabe sobre su impacto a lo largo del tiempo. Este estudio tuvo como objetivo comprender la relación entre la enseñanza remota de emergencia, los recursos personales y los resultados consecuentes entre los profesores, evaluados por escalas psicométricas de autoeficacia ocupacional, trabajo significativo, flexibilidad psicológica, burnout y adicción al trabajo. Participaron 111 profesores de enseñanza primaria y secundaria del estado de Río de Janeiro. Utilizando ecuaciones estructurales, se identificó que la ERE actuaba como factor de riesgo para la adicción al trabajo, mientras que los recursos personales como la autoeficacia ocupacional, el trabajo significativo y la flexibilidad psicológica resultaron ser protectores contra el burnout . Los resultados enfatizan la importancia de las políticas de apoyo a los profesores, dirigidas a promover los recursos personales junto con otras acciones destinadas a mitigar los efectos adversos en períodos de crisis.
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