Influence of occupational stress on psychological well-being of teachers in Ayacucho

• Autor: Berrocal Aréstegui, Frank Isaac
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Universidad Nacional de San Cristobal de Huamanga
• Repositorio: Revistas - Universidad Nacional de San Cristobal de Huamanga
• Lenguaje: español
• OAI Identifier: oai:ojs2.localhost:article/473
• Enlace del recurso: http://revistas.unsch.edu.pe/index.php/educacion/article/view/473
• Nivel de acceso: acceso abierto
• Materia: bienestar psicológico; estrés laboral; profesores; psychological well-being; job stress; teachers

The research conducted sought to determine the way in which work stress influences the psychological well-being of teachers, using a methodology anchored in the positivist paradigm, quantitative approach, basic type, explanatory level and non-experimental, transectional, correlational-causal and field design. The study sample consisted of 81 teachers out of a total of 136 from three educational institutions and a classroom of students in a doctoral program, who were selected by non-probabilistic convenience sampling. Psychometrics was used as a data collection technique and psychological tests were used to measure the variables, namely Ivancevich and Matteson's (1989) Work Stress Scale and Casullo's (2002) Psychological Well-Being Scale, adapted and validated respectively in the Peruvian context. The findings revealed that job stress significantly and negatively influences teachers' psychological well-being, being responsible for 39.9% of its variability, which confirmed the research hypothesis. In addition, a prevalence of high and medium levels of work stress was identified in 44.4% of those evaluated, and a low level of psychological well-being in 79.0% of them.