Engagement and role stress in a community of university teachers in Ecuador
Array
Keywords:
Engagement; Role stress; Community; Health; Covid 19Abstract
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.
References
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8. De Dios, T. (2020). Transformación de un modelo educativo a través de la formación y las comunidades docentes de aprendizaje. Revista Interuniversitaria de Formación del Profesorado, 95(34), 61-78.
9. De Stasio, S., Benevene, P., Pepe, A., Buonomo, I., Ragni, B., y Berenguer, C. (2020). The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit. International Journal of Environmental Research and Public Health, 17(13), 4869. doi:10.3390/ijerph17134869
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13. Deroncele Acosta, A., Medina Zuta, P., y Gross Tur, R. (2020). Gestión de potencialidades formativas en la persona: reflexión epistémica y pautas metodológicas. Universidad y Sociedad, 12(1), 97-104. https://rus.ucf.edu.cu/index.php/rus/article/view/1417/1444
14. Deroncele Acosta, A., Gross Tur, R., y Medina Zuta, P. (2021a). El mapeo epistémico: herramienta esencial en la práctica investigativa. Universidad Y Sociedad, 13(3), 172-188. https://rus.ucf.edu.cu/index.php/rus/article/view/2088
15. Deroncele-Acosta, A., Medina-Zuta, P., Goñi-Cruz, F. F., Román-Cao, E. Montes-Castillo, M. M. y Gallegos-Santiago, E. (2021b). Innovación Educativa con TIC en Universidades Latinoamericanas: Estudio Multi-País. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 2021, 19(4). https://doi.org/10.15366/reice2021.19.4.00X
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17. Deroncele Acosta, A., Anaya Lambert, Y., López Mustelier, R., y Santana González, Y. (2021d). Motivación en empresas de servicios: Contribuciones desde la intervención psicosocial. Revista Venezolana De Gerencia, 26(94), 568-584. https://doi.org/10.52080/rvgluzv26n94.7
18. Escudero, J. M. (2009). Comunidades docentes de aprendizaje, formación del profesorado y mejora de la educación. Ágora para la EF y el Deporte, (10), 7-31
19. Espinosa Pérez, S., Deroncele Acosta, A. (2020). Estrés de rol: aportaciones desde la intervención psicosocial educativa al logro de organizaciones laborales saludables. Didasc@lia: Didáctica Y Educación ISSN 2224-2643, 11(4), 187-199. http://revistas.ult.edu.cu/index.php/didascalia/article/view/1066
20. Espinosa, S., Deroncele, A., Medina, P. (2020). Estrategia de intervención psicosocial educativa para el manejo efectivo del estrés de rol en médicos y enfermeras: diagnóstico preliminar y bases epistemológicas. Maestro y Sociedad, 17(1), 12-24. https://maestroysociedad.uo.edu.cu
21. Fernández, K., Organista, J., López, M. (2019). Experiencias innovadoras educativas. Universidad Autónoma de Baja California.: https://bit.ly/3s8MSeK
22. Garrosa, E., Moreno-Jiménez, B., Rodríguez-Muñoz, A., Rodríguez-Carvajal, R. (2011). Role stress and personal resources in nursing: A cross-sectional study of burnout and engagement. International Journal of Nursing Studies, 48(4), 479-489. DOI: 10.1016/j.ijnurstu.2010.08.004
23. Han, S.-S., Han, J.-W., An, Y.-S., y Lim, S.-H. (2015). Effects of role stress on nurses' turnover intentions: The mediating effects of organizational commitment and burnout. Japan Journal of Nursing Science, 12(4), 287-296. DOI: 10.1111 / jjns.12067
24. Hassan, M.F., Sulaiman, H., Darusalam, G., Karim, A.A.A., y Radzi, N.M. (2019). Management of role stress among the Malaysian primary school teachers. Malaysian Online Journal of Educational Management, 7(3), 64-79.
25. Jami, A.A., Walsh, P.R. (2017). From consultation to collaboration: A participatory framework for positive community engagement with wind energy projects in Ontario, Canada. Energy Research and Social Science, 27, 14-24, DOI: 10.1016/j.erss.2017.02.007
26. Linkenbach, J.W., Bengtson, P.L., Brandon, J.M., (...), Roche, V.S., Thompson, S.J. (2021). Reduction of Youth Monthly Alcohol Use Using the Positive Community Norms Approach. Child and adolescent Social Work Journal, 38(1), DOI: 10.1007/s10560-020-00666-4
27. Matyas, M.L., Silverthorn, D.U. (2015). Harnessing the power of an online teaching community: Connect, share, and collaborate. Advances in Physiology Education, 39(1), 272-277. https://doi.org/10.1152/advan.00093.2015
28. Moura, D., Orgambídez-Ramos, A., Gonçalves, G. (2014). Role stress and work engagement as antecedents of job satisfaction: Results from Portugal. Europe's Journal of Psychology, 10(2), 291-300. DOI: 10.5964/ejop.v10i2.714
29. Orgambídez, A., y Benítez, M. (2021). Understanding the link between work engagement and affective organisational commitment: The moderating effect of role stress. International Journal of Psychology, Article in Press. DOI: 10.1002/ijop.12741
30. Orgambídez-Ramos, A., Borrego-Alés, Y., Mendoza-Sierra, I. (2014). Role stress and work engagement as antecedents of job satisfaction in Spanish workers. Journal of Industrial Engineering and Management, 7(1), 360-372. DOI: 10.3926 / jiem.992
31. Orgambídez-Ramos, A., Pérez-Moreno, P.J., Borrego-Alés, Y. (2015). Estrés de rol y satisfacción laboral: examinando el papel mediador del engagement en el trabajo. Revista de Psicologia del Trabajo y de las Organizaciones, 31(2), 69-77. DOI: 10.1016 / j.rpto.2015.04.001
32. Pemantle, R. (2020). Creating your own teaching community. Notices of the American Mathematical Society, 67(9), 1354-1356. https://www.ams.org/notices/202009/rnoti-p1354.pdf
33. R Richards, K. A., Washburn, N. S., y Hemphill, M. A. (2017). Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction. European Physical Education Review, 1356336X1774140. doi:10.1177/1356336x17741402
34. Richards, K., y Andrew R. (2015) Role socialization theory: The sociopolitical realities of teaching physical education. European Physical Education Review, 21, 379–393. https://doi.org/10.1177/1356336X15574367
35. Rico Molano, A. D. (2016). La gestión educativa: Hacia la optimización de la formación docente en la educación superior en Colombia. Sophia, 12(1), 55-70. https://www.redalyc.org/pdf/4137/413744648005.pdf
36. Schaufeli, W. B., Bakker, A.B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25 (3), 293-315. doi: 10.1002/job.248
37. Schaufeli,W. B.,y Bakker,A.B. (2003). Test manual for the UtrechtWork Engagement Scale. https://bit.ly/3uzK8q8
38. Scheib, J.W. (2003). Role stress in the professional life of the school music teacher: A collective case study. Journal of Research in Music Education, 51(2), 124-136. DOI: 10.2307 / 3345846
39. Tomás, J.M., De Los Santos, S., Georgieva, S., Enrique, S., y Fernández, I. (2018). Utrecht work engagement scale in dominican teachers: Dimensionality, reliability, and validity. Revista de Psicologia del Trabajo y de las Organizaciones, 34(2), 89-93. DOI: 10.5093 / jwop2018a11
40. Unesco (2020). COVID-19 Y EDUCACIÓN SUPERIOR: POLÍTICAS PÚBLICAS NACIONALES. https://www.iesalc.unesco.org/2020/04/08/covid-19-y-educacion-superior-politicas-publicas-nacionales/
41. Washburn, N.S., Richards, K.A.R., y Sinelnikov, O.A. (2020). Investigating the relationships between perceived mattering, role stress, and psychological need satisfaction in physical education teachers. Journal of Teaching in Physical Education, 39(1), 48-58. DOI: 10.1123/jtpe.2018-0342
42. Williams, A., McKeown, S., Orchard, J., Wright, K. (2019). Promoting positive community relations: what can RE learn from social psychology and the shared space project? Journal of Beliefs and Values, 40(2), 215-227, DOI: 10.1080/13617672.2019.1596582
2. Allam, Z. (2017). A scientific approach to understand role stress amongst business school teachers. Man in India, 97(10), 183-196.
3. Ayuso-Marente, J. A. (2006). Profesión docente y estrés laboral: una aproximación a los conceptos de Estrés Laboral y Burnout. https://rieoei.org/historico/deloslectores/1341Ayuso.pdf
4. Barreto Gutiérrez, M. X., Piamonte Sierra, J. C. (2020). Estrés laboral en comunidad docente. Tesis de maestría. Universidad Cooperativa de Colombia. https://repository.ucc.edu.co/bitstream/20.500.12494/17678/3/2020_estres_laboral.pdf
5. Borraccino, A., Lazzeri, G., Kakaa, O., Dalmasso, P., Lemma, P. (2020). The contribution of organised leisure-time activities in shaping positive community health practices among 13-and 15-year-old adolescents: Results from the health behaviours in school-aged children study in Italy. International Journal of Environmental Research and Public Health, 17(18),6637, 1-12, DOI: 10.3390/ijerph17186637
6. Box, M., Paye, C., Gallardo-Williams, M.T. (2020). Creating a positive, community-based learning environment in a chemistry department. Journal of Chemical Health and Safety, 27(6), 341-345, DOI: 10.1021/acs.chas.0c00033
7. Conley, S., y You, S. (2009). Teacher role stress, satisfaction, commitment, and intentions to leave: A structural model. Psychological Reports, 105(3), 771-786. DOI: 10.2466 / PR0.105.3.771-786
8. De Dios, T. (2020). Transformación de un modelo educativo a través de la formación y las comunidades docentes de aprendizaje. Revista Interuniversitaria de Formación del Profesorado, 95(34), 61-78.
9. De Stasio, S., Benevene, P., Pepe, A., Buonomo, I., Ragni, B., y Berenguer, C. (2020). The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit. International Journal of Environmental Research and Public Health, 17(13), 4869. doi:10.3390/ijerph17134869
10. Deroncele, A. (2015). Estrategia educativa para la formación profesional integral del psicólogo en el contexto organizacional. Tesis de doctorado. https://bit.ly/3aDMnCd
11. Deroncele, A. (2020a). Competencias emocionales para el bienestar laboral y el desempeño de enfermeras en la atención a pacientes con COVID19. Revista Cubana de Enfermería. 2020; 36:e4193. Recuperado de: http://www.revenfermeria.sld.cu/index.php/enf/article/view/4193/658
12. Deroncele, A. (2020b). Paradigmas de investigación científica. Abordaje desde la competencia epistémica del investigador. Revista Arrancada, 20(37), 211-225. https://revistarrancada.cujae.edu.cu/index.php/arrancada/article/view/331/233
13. Deroncele Acosta, A., Medina Zuta, P., y Gross Tur, R. (2020). Gestión de potencialidades formativas en la persona: reflexión epistémica y pautas metodológicas. Universidad y Sociedad, 12(1), 97-104. https://rus.ucf.edu.cu/index.php/rus/article/view/1417/1444
14. Deroncele Acosta, A., Gross Tur, R., y Medina Zuta, P. (2021a). El mapeo epistémico: herramienta esencial en la práctica investigativa. Universidad Y Sociedad, 13(3), 172-188. https://rus.ucf.edu.cu/index.php/rus/article/view/2088
15. Deroncele-Acosta, A., Medina-Zuta, P., Goñi-Cruz, F. F., Román-Cao, E. Montes-Castillo, M. M. y Gallegos-Santiago, E. (2021b). Innovación Educativa con TIC en Universidades Latinoamericanas: Estudio Multi-País. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 2021, 19(4). https://doi.org/10.15366/reice2021.19.4.00X
16. Deroncele-Acosta, A., Medina-Zuta, P., Goñi Cruz, F. F., Ramírez-Garzón, M. I., Fernández-Aquino, O., Roman-Cao, E., Montes-Castillo, M. M. (2021c). Digital competence, engagement and role stress in Latin American teachers. PSYCHOLOGY AND EDUCATION, 58(4), 1104-1118. http://psychologyandeducation.net/pae/index.php/pae/article/view/4782
17. Deroncele Acosta, A., Anaya Lambert, Y., López Mustelier, R., y Santana González, Y. (2021d). Motivación en empresas de servicios: Contribuciones desde la intervención psicosocial. Revista Venezolana De Gerencia, 26(94), 568-584. https://doi.org/10.52080/rvgluzv26n94.7
18. Escudero, J. M. (2009). Comunidades docentes de aprendizaje, formación del profesorado y mejora de la educación. Ágora para la EF y el Deporte, (10), 7-31
19. Espinosa Pérez, S., Deroncele Acosta, A. (2020). Estrés de rol: aportaciones desde la intervención psicosocial educativa al logro de organizaciones laborales saludables. Didasc@lia: Didáctica Y Educación ISSN 2224-2643, 11(4), 187-199. http://revistas.ult.edu.cu/index.php/didascalia/article/view/1066
20. Espinosa, S., Deroncele, A., Medina, P. (2020). Estrategia de intervención psicosocial educativa para el manejo efectivo del estrés de rol en médicos y enfermeras: diagnóstico preliminar y bases epistemológicas. Maestro y Sociedad, 17(1), 12-24. https://maestroysociedad.uo.edu.cu
21. Fernández, K., Organista, J., López, M. (2019). Experiencias innovadoras educativas. Universidad Autónoma de Baja California.: https://bit.ly/3s8MSeK
22. Garrosa, E., Moreno-Jiménez, B., Rodríguez-Muñoz, A., Rodríguez-Carvajal, R. (2011). Role stress and personal resources in nursing: A cross-sectional study of burnout and engagement. International Journal of Nursing Studies, 48(4), 479-489. DOI: 10.1016/j.ijnurstu.2010.08.004
23. Han, S.-S., Han, J.-W., An, Y.-S., y Lim, S.-H. (2015). Effects of role stress on nurses' turnover intentions: The mediating effects of organizational commitment and burnout. Japan Journal of Nursing Science, 12(4), 287-296. DOI: 10.1111 / jjns.12067
24. Hassan, M.F., Sulaiman, H., Darusalam, G., Karim, A.A.A., y Radzi, N.M. (2019). Management of role stress among the Malaysian primary school teachers. Malaysian Online Journal of Educational Management, 7(3), 64-79.
25. Jami, A.A., Walsh, P.R. (2017). From consultation to collaboration: A participatory framework for positive community engagement with wind energy projects in Ontario, Canada. Energy Research and Social Science, 27, 14-24, DOI: 10.1016/j.erss.2017.02.007
26. Linkenbach, J.W., Bengtson, P.L., Brandon, J.M., (...), Roche, V.S., Thompson, S.J. (2021). Reduction of Youth Monthly Alcohol Use Using the Positive Community Norms Approach. Child and adolescent Social Work Journal, 38(1), DOI: 10.1007/s10560-020-00666-4
27. Matyas, M.L., Silverthorn, D.U. (2015). Harnessing the power of an online teaching community: Connect, share, and collaborate. Advances in Physiology Education, 39(1), 272-277. https://doi.org/10.1152/advan.00093.2015
28. Moura, D., Orgambídez-Ramos, A., Gonçalves, G. (2014). Role stress and work engagement as antecedents of job satisfaction: Results from Portugal. Europe's Journal of Psychology, 10(2), 291-300. DOI: 10.5964/ejop.v10i2.714
29. Orgambídez, A., y Benítez, M. (2021). Understanding the link between work engagement and affective organisational commitment: The moderating effect of role stress. International Journal of Psychology, Article in Press. DOI: 10.1002/ijop.12741
30. Orgambídez-Ramos, A., Borrego-Alés, Y., Mendoza-Sierra, I. (2014). Role stress and work engagement as antecedents of job satisfaction in Spanish workers. Journal of Industrial Engineering and Management, 7(1), 360-372. DOI: 10.3926 / jiem.992
31. Orgambídez-Ramos, A., Pérez-Moreno, P.J., Borrego-Alés, Y. (2015). Estrés de rol y satisfacción laboral: examinando el papel mediador del engagement en el trabajo. Revista de Psicologia del Trabajo y de las Organizaciones, 31(2), 69-77. DOI: 10.1016 / j.rpto.2015.04.001
32. Pemantle, R. (2020). Creating your own teaching community. Notices of the American Mathematical Society, 67(9), 1354-1356. https://www.ams.org/notices/202009/rnoti-p1354.pdf
33. R Richards, K. A., Washburn, N. S., y Hemphill, M. A. (2017). Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction. European Physical Education Review, 1356336X1774140. doi:10.1177/1356336x17741402
34. Richards, K., y Andrew R. (2015) Role socialization theory: The sociopolitical realities of teaching physical education. European Physical Education Review, 21, 379–393. https://doi.org/10.1177/1356336X15574367
35. Rico Molano, A. D. (2016). La gestión educativa: Hacia la optimización de la formación docente en la educación superior en Colombia. Sophia, 12(1), 55-70. https://www.redalyc.org/pdf/4137/413744648005.pdf
36. Schaufeli, W. B., Bakker, A.B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25 (3), 293-315. doi: 10.1002/job.248
37. Schaufeli,W. B.,y Bakker,A.B. (2003). Test manual for the UtrechtWork Engagement Scale. https://bit.ly/3uzK8q8
38. Scheib, J.W. (2003). Role stress in the professional life of the school music teacher: A collective case study. Journal of Research in Music Education, 51(2), 124-136. DOI: 10.2307 / 3345846
39. Tomás, J.M., De Los Santos, S., Georgieva, S., Enrique, S., y Fernández, I. (2018). Utrecht work engagement scale in dominican teachers: Dimensionality, reliability, and validity. Revista de Psicologia del Trabajo y de las Organizaciones, 34(2), 89-93. DOI: 10.5093 / jwop2018a11
40. Unesco (2020). COVID-19 Y EDUCACIÓN SUPERIOR: POLÍTICAS PÚBLICAS NACIONALES. https://www.iesalc.unesco.org/2020/04/08/covid-19-y-educacion-superior-politicas-publicas-nacionales/
41. Washburn, N.S., Richards, K.A.R., y Sinelnikov, O.A. (2020). Investigating the relationships between perceived mattering, role stress, and psychological need satisfaction in physical education teachers. Journal of Teaching in Physical Education, 39(1), 48-58. DOI: 10.1123/jtpe.2018-0342
42. Williams, A., McKeown, S., Orchard, J., Wright, K. (2019). Promoting positive community relations: what can RE learn from social psychology and the shared space project? Journal of Beliefs and Values, 40(2), 215-227, DOI: 10.1080/13617672.2019.1596582
Published
2021-10-04
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, & . (2021). Engagement and role stress in a community of university teachers in Ecuador: Array. Maestro Y Sociedad, 38–57. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/5444
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