La asociación entre la relación docente-estudiante y el bienestar del magisterio puertorriqueño
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Publicado
Jan 17, 2024
Edwin Trejo-Rivera
Israel Sanchez-Cardona
https://orcid.org/0009-0001-0540-5766
Resumen
Hay escasas investigaciones sobre la Relación Docente-Estudiante (RDE) y sus efectos en el bienestar del magisterio. Usando como base el Modelo de Demandas y Recursos, el objetivo de este estudio fue examinar la relación entre la RDE y la salud mental del magisterio a través del bienestar relacionado con el trabajo. Analizamos la mediación que el compromiso laboral (work engagement) en el trabajo y el agotamiento emocional tienen en la relación entre la RDE y síntomas de ansiedad y depresión. La muestra incluyó 179 docentes en escuelas intermedias y secundarias en PR. Los resultados del análisis de mediación basado en regresión indicaron una relación indirecta significativa entre la RDE y los síntomas de ansiedad y depresión a través del compromiso laboral (work engagement) y el agotamiento emocional. Estos resultados tienen implicaciones teóricas y prácticas. Resaltan el rol de la RDE como un recurso social importante dentro el modelo de Demandas y Recursos laborales y revindican la necesidad de desarrollar RDE positivas para mejorar el bienestar emocional y laboral del magisterio.
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Keywords
Relaciones de un maestro y sus alumnos, compromiso laboral, agotamiento emocional, ansiedad, depresión, modelo de JD-R
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Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274-284. https://doi.org/10.1037/0022-0663.99.2.274
Bakker, A., B., Demerouti, E., & Sanz-Vergel, A. (2023). Job demands-resources theory: Ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25-53. https://doi.org/10.1146/annurev-orgpsych-120920-053933
Blatchford, P., Bassett, P., & Brown, P. A. (2011). Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction, 21, 715-730.
http://dx.doi.org/10.1016/j.learninstruc.2011.04.001
Brusi, R. (2022). Erasure and resistance: The state of public education in Puerto Rico, International Journal of Qualitative Studies in Education, 35(8), 824-829. https://doi.org/10.1080/09518398.2021.1956633
Burić, I., Slišković, A., & Penezić, Z. (2019). Understanding teacher well-being: A cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience. Educational Psychology, 39(9), 1136-1155.
https://doi.org/10.1080/01443410.2019.1577952
Cabezas, V., Narea, M., Torres Irribarra, D., Icaza, M., Escalona, G., & Reyes, A. (2022). Bienestar docente durante la pandemia de COVID-19 en Chile: Demandas y recursos para afrontar la angustia psicológica. Psykhe (Santiago), 31(1), 1-24.
http://dx.doi.org/10.7764/psykhe.2020.22427
Cacciamani, S., Cesareni, D., Fiorilli, C., & Ligorio, M. B. (2022). Teacher’s work engagement, burnout, and interest toward ICT training: School level differences. Education Sciences, 12(7), 493. https://doi.org/10.3390/educsci12070493
Corso-de-Zúñiga, S., Moreno-Jiménez, B., Garrosa, E., Blanco-Donoso, L. M., & Carmona-Cobo, I. (2020). Personal resources and personal vulnerability factors at work: An application of the Job Demands-Resources model among teachers at private schools in Peru. Current Psychology, 39, 325-336. https://doi.org/10.1007/s12144-017-9766-6
Demerouti, E., Bakker, A. B., Nachreiner. F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499-512. https://doi.org/10.1037/0021-9010.86.3.499
De Pedro Serbia, Z., Sánchez-Cardona, I., & Rivera-Colón, E. (2022). Bienestar laboral en el sector público: Colaboración interdisciplinaria para el mejoramiento organizacional. In J. Morales-Cruz, I. Serrano-García, K. Baerga-Santini, I. Sánchez-Cardona, M. Figueroa-Rodríguez (Eds.), Psicología en Puerto Rico: Desafíos contextuales y retos para la acción. Asociación de Psicología de Puerto Rico.
Dhingra, S. S., Kroenke, K., Zack, M. M., Strine, T. W., & Balluz, L. S. (2011). PHQ-8 Days: a measurement option for DSM-5 Major Depressive Disorder (MDD) severity. Population Health Metrics, 9, 11. https://doi.org/10.1186/1478-7954-9-11
Dobrow, S. R., Ganzach, Y., & Liu, Y. (2018). Time and job satisfaction: A longitudinal study of the differential roles of age and tenure. Journal of Management, 44(7), 2558-2579. https://doi.org/10.1177/0149206315624962
Doménech-Betoret, F., Lloret-Segura, S., & Gómez-Artiga, A. (2015). Teacher support resources, need satisfaction and well-being. The Spanish Journal of Psychology, 18, 1–12. https://doi.org/10.1017/sjp.2015.8
González-Sánchez, M. (2018). Nivel de satisfacción laboral en el rol docente y su relación con el syndrome de desgaste professional en los maestros de colegios privados: Estudio de exploración [Doctoral dissertation, Universidad Metropolitana]. Universidad Metropolitana. https://documento.uagm.edu/cupey/biblioteca/biblioteca_tesisedudoc_gonzalezsanchezm2018.pdf
Guzzo, R. A., Nalbantian, H. R., & Anderson, N. L. (2023, January 24). Don’t underestimate the value of employee tenure. Harvard Business Review. https://hbr.org/2023/01/dont-underestimate-the-value-of-employee-tenure.
Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), 385–403.
https://doi.org/10.1007/s10212-015-0250-0
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513. https://doi.org/10.1016/j.jsp.2005.11.001
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411
Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis (2nd ed.). The Guilford Press.
Helker, W. P., Schottelkorb, A. A., & Ray, D. (2007). Helping students and teachers CONNECT: An intervention model for school counselors. Journal of Professional Counseling: Practice, Theory, & Research, 35(2), 31–45. https://doi.org/10.1080/15566382.2007.12033836
Hernández, P. A. (2022, April 22). Diversos factores inciden en la salud mental de los educadores. Es Mental.
https://www.esmental.com/diversos-factores-inciden-en-la-salud-mental-de-los-educadores/
Hu, Q., Schaufeli, W. B., & Taris, T. W. (2016). Extending the job demands-resources model with guanxi exchange. Journal of Managerial Psychology, 31(1), 127-140. https://doi.org/10.1108/JMP-04-2013-0102
Huppert, F. A. (2009). Psychological well‐being: Evidence regarding its causes and consequences. Applied Psychology: Health and Well-Being, 1(2), 137–164. https://doi.org/10.1111/j.1758-0854.2009.01008.x
Huynh, J. Y., Xanthopoulou, D., & Winefield A. H. (2014). The job demands-resources model in emergency service volunteers: Examining the mediating roles of exhaustion, work engagement and organizational connectedness. Work & Stress, 28(3), 305-322.
http://dx.doi.org/10.1080/02678373.2014.936922
Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers’ perceptions of school climate: A validity study of scores from the revised school level environment questionnaire. Educational and Psycho-logical Measurement, 67(5), 833–844.
https://doi.org/10.1177/0013164406299102
Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs. Journal of Educational Psychology, 104(1), 150-165. https://doi.org/10.1037/a0026253
Kroenke, K., Spitzer, R. L., Williams, J. B., & Löwe, B. (2009). An ultra-brief screening scale for anxiety and depression: The PHQ-4. Psychosomatics, 50(6), 613-621. https://doi.org/10.1176/appi.psy.50.6.613
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Cómo citar
La asociación entre la relación docente-estudiante y el bienestar del magisterio puertorriqueño. (2024). Revista Puertorriqueña De Psicologia, 34(3), 416-431. https://doi.org/10.55611/reps.3403.09
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Cómo citar
La asociación entre la relación docente-estudiante y el bienestar del magisterio puertorriqueño. (2024). Revista Puertorriqueña De Psicologia, 34(3), 416-431. https://doi.org/10.55611/reps.3403.09