Riesgos psicosociales en los docentes de secundaria de la Institución Educativa Monseñor Víctor Widemann de la ciudad de Medellín
Corporación Universitaria Minuto de Dios
El presente trabajo tuvo como objetivo reconocer los factores de riesgo psicosociales que afectan la estabilidad emocional de los docentes de la IE MONSEÑOR VICTOR WIDEMANN, con el fin de desarrollar estrategias que permitan disminuir los factores inseguros o medios inseguros para la comunidad educativa. En el proceso de identificación de los riesgos psicosociales se utilizó como elemento de medición el cuestionario FPSICO 3.1 del Instituto Nacional de Seguridad e Higiene en el Trabajo de España, se analizó a partir de las nueve variables, tiempo de trabajo, autonomía, demanda psicosocial, variedad/contenido, participación / supervisión, interés por el trabajador / compensación, desempeño del rol, relaciones / apoyo social; el cuestionario fue anónimo para garantizar la confidencialidad de las respuestas, con el fin de que la información que se obtuviera fuese útil y veraz. La investigación se realizó bajo un enfoque cuantitativo, que permite organizar la información estadísticamente. El proceso se diseñó no experimental y con un alcance descriptivo, lo que nos permitió identificar los riesgos, describirlos y analizarlo desde una perspectiva más crítica y desde una visión más integral. Por último en el proceso se logra establecer de las 9 variables medibles con la encuesta, que 4 de ellas son susceptibles para ser trabajadas, pero solo una es un factor de riesgo muy elevado para los docentes y requiere una intervención más prioritaria.
The purpose of this work was to recognize the psychosocial risk factors that affect the emotional stability of the teachers of the IE MONSEÑOR VICTOR WIDEMANN, in order to develop strategies that reduce the unsafe factors or insecure means for the educational community. In the process of identifying psychosocial risks, the FPSICO 3.1 questionnaire of the National Institute of Occupational Safety and Health of Spain was used as a measurement element, it was analyzed based on the nine variables, working time, autonomy, psychosocial demand, variety / content, participation / supervision, interest in the worker / compensation, role performance, relationships / social support; The questionnaire was anonymous to guarantee the confidentiality of the answers, so that the information obtained was useful and truthful. The research was carried out under a quantitative approach, which allows to organize the information statistically. The process was designed non-experimental and with a descriptive scope, which allowed us to identify the risks, describe them and analyze them from a more critical perspective and from a more comprehensive perspective. Finally, in the process it is possible to establish of the 9 measurable variables with the survey, that 4 of them are susceptible to work, but only one is a very high risk factor for teachers and requires a more priority intervention.
The purpose of this work was to recognize the psychosocial risk factors that affect the emotional stability of the teachers of the IE MONSEÑOR VICTOR WIDEMANN, in order to develop strategies that reduce the unsafe factors or insecure means for the educational community. In the process of identifying psychosocial risks, the FPSICO 3.1 questionnaire of the National Institute of Occupational Safety and Health of Spain was used as a measurement element, it was analyzed based on the nine variables, working time, autonomy, psychosocial demand, variety / content, participation / supervision, interest in the worker / compensation, role performance, relationships / social support; The questionnaire was anonymous to guarantee the confidentiality of the answers, so that the information obtained was useful and truthful. The research was carried out under a quantitative approach, which allows to organize the information statistically. The process was designed non-experimental and with a descriptive scope, which allowed us to identify the risks, describe them and analyze them from a more critical perspective and from a more comprehensive perspective. Finally, in the process it is possible to establish of the 9 measurable variables with the survey, that 4 of them are susceptible to work, but only one is a very high risk factor for teachers and requires a more priority intervention.
Reconocer los factores de riesgo psicosocial que afectan la estabilidad emocional de los docentes de la IE Monseñor Víctor Widemann.
Síndrome de burnout, Riesgo psicosocial, Estrés
Bedoya Puerta, D., Caro Maya, O. y Guisao Úsuga, H. (2019). Riesgos psicosociales en los docentes de secundaria de la Institución Educativa Monseñor Víctor Widemann de la ciudad de Medellín. (Trabajo de grado). Corporación Universitaria Minuto de Dios, Bello - Colombia.