Engagement and role stress in a community of university teachers in Ecuador

Abstract

The implications of covid-19 in teaching roles implies changes in working conditions and demands that can cause overloads, conflicts and ambiguities, which may affect their health and commitment. For this reason, the present study had two objectives: 1.- to evaluate the level of engagement and role stress, as well as the relationship between both variables in a community of university teachers in Ecuador, and 2.- to identify psychosocial factors that allow managing a performance successful and healthy, from the perspective of a community quality with a positive and salutogenic approach. The methodology had a mixed approach. Two questionnaires and an interview were applied. The results show 90.9% of the teachers with a high level of engagement and more than 60% with symptoms of role stress. A significant negative relationship was found between both variables. Finally, five emerging categories and five dynamic elements of a positive learning community were revealed.