El estrés laboral es una problemática constante, presente en los contextos laborales que afecta el desarrollo del trabajador en las esferas fisiológicas, comportamental, intelectual y psicoemocional. Existe evidencia del origen laboral del estrés, pero se requieren mayores estudios para determinar el factor psicosocial que incide en cada dimensión del estrés. El objetivo de la investigación es determinar el grado de riesgo de diversos factores psicosociales para cada tipo de síntomas de estrés. Se realizó un estudio transversal, descriptivo, con una muestra de Población Económicamente Activa de 542 trabajadores peruanos, todos pertenecientes a la economía formal con diversos tipos de puestos de trabajo. Los factores psicosociales con mayor exposición negativa fueron las “Exigencias Laborales”, el “Contenido y características de la tarea” y la “Carga de Trabajo”. Los siete factores psicosociales estudiados fueron consistentemente factor de riesgo para los síntomas fisiológicos e intelectuales; en ningún caso se mostraron como factor de riesgo para los síntomas psicoemocionales del estrés, y para los síntomas comportamentales solo el factor de “Papel laboral y desarrollo de la carrera” calificó como factor: de riesgo.AbstractWork-related stress is a constant problem that affects the development of the worker in the physiological, behavioral, intellectual and psycho-emotional spheres. There is evidence of the occupational origins of stress, but further studies are required to determine the psychosocial factor that affects each dimension of the stress. The objective of this research is to determine the degree of risk of various psychosocial factors for each type of stress symptoms. A cross-sectional, descriptive study was carried out, with a sample of 542 Economically Active Population of Peruvian workers, all belonging to the formal economy with different types of jobs. The psychosocial factors with greater negative exposure were the "Labor Requirements", "Content and characteristics of the task" and the "Workload". The seven psychosocial factors studied were consistently a risk factor for physiological and intellectuals symptoms; in no case they were showed to be a risk factor for the psycho-emotional symptoms of stress. The factor of "Work role and development of the career" was qualified as a risk factor only for behavioral symptoms.
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IntroductionMultiple studies have examined the individual and socio-demographic variables that can contribute to the development of burnout in teachers. Although the evidence supports that this syndrome is generated through the interaction between the aspects of the organization and those of the person, little attention has been spent on the impact of the teacher-student relationship adjustment and, especially, on the role of violence exercised by students or their families toward secondary school teachers, who seem to be more vulnerable than teaching professionals in general.ObjectiveTo analyze the role of the possible mismatch in the student-teacher relationship, as well as, the physical and verbal violence toward teachers from pupils or their parents, on the professional wear of high school educators.Materials and methodsA cross-sectional study was carried out on a teacher sample (n = 677) in Aragón, Spain, through a questionnaire with socio-demographic data; the “Maslach Burnout Inventory” (MBI), “Areas of Worklife Scale,” the “Fears and Rejection in Education Questionnaire” (FREQ), and a list of the possible aggressions received in the development of the teaching activity.ResultsWhile 3.8% of teachers have been a victim of physical attacks, 34.9% have suffered verbal abuse at least once. Although physical violence is extremely rare (and low intensity), verbal victimization or threats are associated with burnout in a highly significant manner, which confirms previous findings about school violence and burnout. Also, FEAR and REJECTION dimensions, defined as discomfort, tension, anxiety, and pressure caused by pupils, which contributed considerably on two dimensions of burnout (emotional exhaustion and cynicism). Different covariates such as maladjustment in the teacher-pupil relationship, violence experienced at work, and complaints received explain the 56.4% variance of exhaustion, 48.8% variance in cynicism, and 35.5% for efficacy.ConclusionVery different variables can contribute to the development of burnout syndrome, both personal, and organizational variables. Therefore, when designing prevention programs in each work environment, the possible areas of risk and the interactions between them must be considered.
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