Psychosocial risks and work stress in teachers

Abstract

In the current era, permeated by the development of technologies and the demands of society, the teachers' mental health and well-being of is a priority due to the social role they have. The objective of this article is to analyze the theoretical criteria regarding the psychosocial risks that influence the work stress of teachers in educational institutions in Latin America and, specifically, in Ecuador. A quantitative, descriptive approach was adopted, with a correlational scope and a non-experimental and transversal design. Theoretical methods such as analytical-synthetic, inductive-deductive and systematization were used in the consultation of publications from indexed scientific journals, preferably in the SciELO database and from the last three years, as well as reports from international organizations. As a result of the theoretical review carried out, a classification of external and internal psychosocial risks to which teachers in Latin America are exposed is presented. These risks must be balanced with professional skills to prevent stress from occurring. The main conclusion reached is that there is a bidirectional relationship between psychosocial risks and stress. The former are agents that increase stress, which can aggravate the negative effects of psychosocial risks, leading to a downward spiral of well-being. This global phenomenon, which also affects teachers in the Latin American region, has repercussions on the quality of processes in educational institutions; this is a reason to reconsider the design of actions that mitigate these risks.