Generadores de estrés en educadores del sector público, privado y rural
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Edu Sup Rev Cient CEPIES
Abstract
La investigación se fundamentada en el paradigma cualitativo, entendiendo el estudio como una aproximación a la vivencia y percepción que tiene el educador de establecimientos públicos, privados o rurales, respecto a las fuentes de estrés en los contextos socio-laborales donde ejercen la docencia. Se desarrolla a partir de la participación activa de los propios profesores como observadores, en sus contextos laborales, identificando aquellas situaciones o factores asociados con la generación de estrés en sus respectivos contextos de ejercicio de la labor docente, sean escuelas públicas, privadas o rurales. La información se obtiene mediante el llenado de un cuestionario anónimo de pregunta abierta, que fue respondido luego de un periodo de observación por parte de los informantes. La data cruda obtenida fue transcrita y categorizada en relación a las subcategorias asociadas. Emergiendo un conjunto de vivencias identificadas como fuentes de estrés en la actividad docente. Criterios que se desarrollan en la discusión de los resultados y se enfocan en las conclusiones de manera pertinente a las preguntas de investigación que guiaron y delimitaron el estudio.
The research is based on the qualitative paradigm, understanding the study as an approximation to the expe-rience and perception that the educator of public, pivate and rural establishment has regarding the sources of stress in the socio-labor contexts where teaching is practiced. It's developed by the active participation of teachers themselves as observers in their work contexts, identifying those situations or factors associated with the generation of stress in their respective working area, whether it's a public, private or rural school. The information is obtained through filling an anonymous open questionnaire, which was answered after a period of observation by the informants. The raw data obtained was transcribed and categorized in relation to the associated subcategories. Emerging a set of experiences identified as sources of stress in the teaching activi-ty. Criteria that is developed in the discussion of the results and pertinently focuses on the conclusions to the research of questions that guided and delimited the study.
The research is based on the qualitative paradigm, understanding the study as an approximation to the expe-rience and perception that the educator of public, pivate and rural establishment has regarding the sources of stress in the socio-labor contexts where teaching is practiced. It's developed by the active participation of teachers themselves as observers in their work contexts, identifying those situations or factors associated with the generation of stress in their respective working area, whether it's a public, private or rural school. The information is obtained through filling an anonymous open questionnaire, which was answered after a period of observation by the informants. The raw data obtained was transcribed and categorized in relation to the associated subcategories. Emerging a set of experiences identified as sources of stress in the teaching activi-ty. Criteria that is developed in the discussion of the results and pertinently focuses on the conclusions to the research of questions that guided and delimited the study.
Description
Vol. 2, No. 1