Teacher Well-Being During the COVID-19 Pandemic: The Comparison Between Ecuador and Chile

Authors

DOI:

https://doi.org/10.7203/RASE.14.3.21472

Keywords:

Bienestar, Emociones, Desgaste, Ciberacoso, Pandemia, Docentes

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.

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Author Biographies

Cindy Tatiana López Orellana, Universidad del Azuay

DOCENTE E INVESTIGADORA DE LA FACULTAD DE FILOSOFÍA DE LAS CARRERAS DE EDUCACIÓN Y PSICOLOGÍA

Jorge Javier Varela Torres, Universidad del Desarrollo, Chile

Dr. Jorge J. Varela. Profesor asociado, Fac. Psicología, Universidad del Desarrollo. Chile.

Paulina de los Angeles Guzman Martinez, Universidad del Desarrollo, Chile

Estudiante doctorado, Fac. Psicología, Universidad del Desarrollo. Chile.

Elisa Piedra-Martínez, "Universidad del Azuay"

Elisa Piedra Martínez es doctora en Neurociencia Cognitiva y Educación, licenciada en Educación Especial y licenciada en Psicología Educativa. Es profesora principal  de la Facultad de Filosofía de la Universidad del Azuay. Dirige  y colabora en varios proyectos de investigación, cuyas líneas de acción están enmarcadas dentro de la neuropsicología y la educación. Es autora de  diversos artículos científicos publicados en revistas especializadas. Ejerce la docencia desde hace 26 años en grado y posgrado sobre trastornos específicos del aprendizaje, trastornos del lenguaje, TDAH  y neuropsicología. 

Andrea Freire-Pesántez, Universidad del Azuay

Andrea Freire Pesántez es Economista y Magister en Administración de Empresas por la Universidad del Azuay. Es docente de la Facultad de Ciencias de la Administración de la Universidad del Azuay. Es especialista en estadística y ha participado en varios proyectos interdisciplinarios de investigación.

Janneth Lucía Baculima Bacuilima, Universidad del Azuay

Docente de la Facultad de Filosofía de la Universidad del Azuay

Lucía Cordero Cobos, Universidad del Azuay

Docente de la Facultad de Filosofía de la Universidad del Azuay

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2021-09-30

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López Orellana, C. T., Varela Torres, J. J., Guzman Martinez, P. de los A., Piedra-Martínez, E., Freire-Pesántez, A., Baculima Bacuilima, J. L., & Cordero Cobos, L. (2021). Teacher Well-Being During the COVID-19 Pandemic: The Comparison Between Ecuador and Chile. Revista De Sociología De La Educación-RASE, 14(3), 325–347. https://doi.org/10.7203/RASE.14.3.21472
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