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Abstract

Teachers in America returned to work in September 2020 to a climate of fear and uncertainty due to the country's first-ever government lockdown due to the Covid-19 pandemic. Since the outbreak of the epidemic, teachers around the world have been building up psychological symptoms due to various factors which have accompanied the pandemic, these factors have resulted in a significant amount of stress, depression, and anxiety, among the other factors in teachers and this study is done to determine that how these factors affect teachers especially after the pandemic. They had to use online teaching throughout the lockdown, and now that schools are reopening, they have exhibited a lot of anxiety about the new and the unprecedented teaching environment. According to the findings of the study, females had the highest stress response with a mean of 7.11 and a standard deviation of 4.414, while males had lower stress level with a mean of 4.99 and a standard deviation of 2.32. The results of t-test also revealed that there was a significant stress in teachers at 5 percent level of significance (p-value = 0.000, df = 1549, and t-test= 2.28). On work stability, many respondents chose NO with a mean of 8.79 and a standard deviation of 5.309 implying that after Covid-19, the work stability of teachers had been affected and adapting to the new normal was difficult and had not only for students, but also for the teachers. Anxiety was another variable that was taken into consideration in this study and further, females had the highest response with a mean of 7.01 and a standard deviation of 4.53, on the other hand, males had a lower response of 4.53, the study proved the significance of the test that teachers are affected by anxiety during this period at 5% level of significance and p-value of 2.28. Finally, depression as a variable was further determined to be significance (p-value = 0.000, df = 1549, and t-test = 2.28) by the study. Therefore, the study concluded that, having school-aged children, being a victim of Covid-19 or having a relative affected by the virus increases stress, depression, and anxiety levels in teachers especially in female teachers. Teachers who have children are more likely to be stressed out because they have to cope with a hefty workload and at the same time, the burden of caring for their families. These professionals had to deal with the twin whammy of returning to school for themselves and for their children. Family life may have contributed to the elevated anxiety levels during the pandemic, as raising a family during crisis times can include the additional challenges, such as managing finances, child care, and home education obligations.

Satisfacción laboral y compromiso organizacional en docentes de institutos superiores pedagógicos

“…De acuerdo a lo escrito, se puede inferir que a mayor presencia de satisfacción en el trabajo (extrínseca) mayor propensión hacia el compromiso organizacional (Gonzáles & Valeriano, 2022). Es decir, aquellos docentes de institutos superiores pedagógicos que están satisfechos con sus necesidades de sueldo, ambiente físico, clima laboral, relaciones laborales y seguridad tienden a demostrar predisposición a comprometerse con su centro de trabajo (Mansilla et al, 2022). Todos estos hallazgos fortifican aún más la estrecha unión entre las variables, de modo tal que más que sospechar una cuestión de causa-efecto entre la satisfacción laboral y el compromiso organizacional, debe ser comprendida como una correspondencia que pone a reflexión los acontecimientos de amenazan a las que se ven expuestas las instituciones cuando a los docentes no se les consideran sus necesidades (Prabhakar et al, 2022).…”

Inteligencia emocional y el aprendizaje de los estudiantes de educación básica

“…Hoy en día, un tema muy controvertido en relación a esta teoría gira en el medio teórico de la que nacen los esquemas de inteligencia emocional, por lo tanto, se puede separar entre esquemas de Inteligencia Emocional (Mansilla et al, 2022), establecidos en procesamientos de informaciones emocionales centradas en una habilidad emocional básica dicho por Mayer, 1998, y otros esquemas llamados "complejos", denominados por características de la personalidad (por ejemplo los esquemas de Bar-On et al (2004), y Goleman, (1998 (Alonso et al, 1992).…”