La educación, ¿campo olvidado en la evaluación psicosocial? Un estudio sobre los factores psicosociales que inciden en los docentes de una institución educativa de la ciudad de Quito

Abstract

Objectives: Describe the psychosocial risk factors to which the teachers of an educational institution in the city of Quito are exposed, as well as define the possible health consequences that these risks cause in the teaching staff. Method: The study focused on a descriptive, exploratory, crosssectional investigation through qualitative and quantitative methods. The population of the investigated educational center was 19 teachers, who represented the entire study sample. Regarding the instruments, a semi-structured interview with demographic and occupational variables was used, and the CoPsoQ PSQCAT methodology questionnaire, short version. Results: The study showed the incidence of the variables in the low, medium and high psychosocial levels for the mental health of teachers, as well as the origins of these exposures in their working conditions. It is necessary to emphasize that fatigue and work stress were found as the possible consequences of these psychosocial risks. Conclusion: This study shows that teaching, like many other professions, is affected by psychosocial factors and raises concerns about the employment reality of teachers in schools and colleges, with similar characteristics to the one raised. This is a first impulse for all educational centers in the country to deepen their investigation of the psychosocial risks of their staff, carrying out adequate intervention plans to improve the educational quality of Ecuador.