Unpacking the Role of Work Demands in Teacher BurnoutCognitive Demands as a Protective Factor

  1. Clarà, Marc 1
  2. Ramos, Fabiano Silvestre 2
  3. Marchán, Priscila 3
  4. Donoso, Diana 3
  5. Chávez, Jorge 4
  6. Cavalcante, Sílvia 1
  7. Barril, Juan Pablo 5
  8. Padula, Bárbara 6
  9. López, Tatiana 7
  10. Justiniano, Bernardita 3
  11. Silva, Patricia 8
  12. Coiduras, Jordi 1
  13. Vallés, Alba 1
  14. Uribe, Claudia Patricia 3
  1. 1 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

  2. 2 Universidade Federal da Bahia, Salvador de Bahia, Brasil
  3. 3 Universidad Casa Grande, Guayaquil, Ecuador
  4. 4 Universidad Andrés Bello,Santiago de Chile, Chile
  5. 5 Universidad Autónoma de Chile, Santiago de Chile, Chile
  6. 6 Centro Federal de Educação Tecnológica de Minas Gerais, Belo Horizonte, Brasi
  7. 7 Pontifícia Universidad Católica de Valparaíso, Valparaíso, Chile
  8. 8 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

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Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2022

Volumen: 20

Número: 57

Páginas: 245-266

Tipo: Artículo

DOI: 10.25115/EJREP.V20I57.4374 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Resumen

Introducción. Este artículo contribuye a la investigación sobre el malestar docente mediante la distinción de dos aspectos de las demandas de trabajo que normalmente estan mezcladas en el constructo de “carga de trabajo”:la cantidad de demandas (demandas cuantitativas) y el esfuerzo cognitivo que estas demandas requieren (demandas cognitivas). Esta distinción puede ofrecer pistas sobre como la administración educativa debería gestionar ciertos tipos de demandas de tra-bajo. Método.En una muestra internacional de 209 docentes en las etapas de educación infantil, pri-maria y secundaria obligatoria, que trabajan en 110 centros educativos de cuatro países (Brasil, Chile, Ecuador y España), administramos el Maslach Burnout Inventory (MBI) yelCopenhagen Psychosocial Questionnaire II (COPSOQII). Realizamos tres regresiones múltiples en las que las condiciones de trabajo (COPSOQII) fueron introducidas(forced entry) como predictores de can-sancio emocional, depersonalización, yrealización personal(MBI).Resultados.Encontramos que las demandas cuantitativas y cognitivas predicen el malestar docen-te de forma diferente: mientras que las demandas cuantitativas predicen el cansancio emocional y la despersonalización, las demandas cognitivas desempeñan un rol protector conrelación a estos dos componentes y predicen la realización personal. Además, encontramos que las demandas emocionales predicen positivamente el cansancioemocional y la despersonalización y negativa-mente la realización personal. También encontramos que el apoyode colegas y comunidad predi-ce positivamente la realización personal, pero no encontramos relación significativa con el can-sancioemocional ni con la despersonalización. Discusión y Conclusion.Los resultados sugieren que la distinción entre la cantidad de demandas y el esfuerzo cognitivo que estas requieren es una distinción relevante para la investigación y la práctica en el campo de la docencia. Una implicación importante para la administración educativa es que la cantidad de trabajo asignado a los/las docentes debería mantenerse relativamente baja, pero que, al mismo tiempo, este trabajo debería ser cognitivamente demandante

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Fuente de los datos: Dialnet