La salud mental y su relación con el bienestar psicosocial en profesores
Palabras clave:
Salud mental,, bienestar psicosocial, docentes,, enseñanzaResumen
La salud mental es un tema relevante en el ámbito educativo; es un aspecto primordial que influye en el bienestar psicosocial de las y los docentes. Factores como el estrés, la relación con las y los estudiantes y las exigencias de la profesión, nuevas y tradicionales, impactan significativamente en la salud mental, lo que a su vez afecta su capacidad para brindar una educación de calidad y construir relaciones positivas con sus estudiantes. La sobrecarga de trabajo, las largas jornadas laborales y la falta de apoyo pueden generar problemas como la ansiedad, la depresión y el agotamiento. Estas situaciones no solo tienen un efecto a nivel personal, sino que también repercuten en la calidad de la enseñanza y en los resultados educativos de las y los estudiantes. Es fundamental reconocer la importancia de la salud mental de las y los profesores y se implementen medidas para apoyar en este aspecto. Proporcionar recursos y servicios de salud mental y apoyo psicológico específico para docentes, ofrecer oportunidades de desarrollo profesional y promover un entorno laboral positivo son algunas de las formas que se puede ayudar a mejorar el bienestar mental. En conclusión, es fundamental priorizar, apoyar y proteger la salud mental de las y los docentes para promover un ambiente educativo armónico y enriquecedor.
Citas
Ballet, K., & Kelchtermans, G. (2009). Struggling with workload: Primary teachers’ experience of intensification. Teaching and Teacher Education, 25(8), 1150-1157. https://doi.org/ 10.1016/j.tate.2009.02.012
Boschman, J. S., van der Molen, H. F., Sluiter, J. K., & Frings-Dresen, M. H. W. (2013). Psychosocial work environment and mental health among construction workers. Applied Ergonomics, 44(5), 748–755. https://doi.org/10.1016/j.apergo.2013.01.004
Capone, V., & Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39(6), 1757–1766. https://doi.org/10.1007/s12144-018-9878-7
Caprara, G. V., Barbaranelli, C., Borgogni, L., Petitta, L., & Rubinacci, A. (2003). Teachers’, school staff’s and parents’ efficacy beliefs as determinants of attitude toward school. European Journal of Psychology of Education, 18, 15–31. https://doi.org/10.1007/bf03173601.
Carroll, A., Forrest, K., Sanders‑O’Connor, E., Flynn, L., Bower, J. M., Fynes‑Clinton, S., York, A., & Ziaei, M. (2022). Teacher stress and burnout in Australia: Examining the role of intrapersonal and environmental factors. Social Psychology of Education, 25(3), 441–469. https://doi.org/10.1007/s11218-022-09686-7
Collie, R. J. (2021). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy. AERA Open, 7. https://doi.org/10.1177/2332858420986187
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356
Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. D. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222-235. https:// doi:10.5502/ijw.v2i3.4
Emeljanovas, A., Sabaliauskas, S., Mežienė, B., & Istomina, N. (2023). The relationships between teachers’ emotional health and stress coping. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1276431
Farrell, P. (2009). El papel en desarrollo de los psicólogos escolares y educativos en el apoyo a niños, escuelas y familias. Papeles del Psicólogo, 30(1), 74-85.
Fiorilli, C., De Stasio, S., Benevene, P., & Pepe, A. (2017). Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support. Frontiers in Psychology, 8, 274. https://doi.org/10.3389/fpsyg.2017.00274
Gadermann, A. M., Gagné Petteni, M., Molyneux, T. M., Warren, M. T., Thomson, K. C., Schonert-Reichl, K. A., et al. (2023). Teacher mental health and workplace well-being in a global crisis: Learning from the challenges and supports identified by teachers one year into the COVID-19 pandemic in British Columbia, Canada. PLOS ONE, 18(8). https://doi.org/10.1371/journal.pone.0290230
Gao, Y.-Q., Pan, B.-C., Sun, W., Wu, H., Wang, J.-N., & Wang, L. (2011). Depressive symptoms among Chinese nurses: Prevalence and the associated factors. Journal of Advanced Nursing, 68(5), 1166–1175. https://doi.org/10.1111/j.1365-2648.2011.05832.x
García-Álvarez, D., Soler, M. J., & Achard-Braga, L. (2021). Psychological well-being in teachers during and post-Covid-19: Positive psychology interventions. Frontiers in Psychology, 12, 769363. https://doi.org/10.3389/fpsyg.2021.769363
García-Carmona, M., Marín, M. D., & Aguayo, R. (2018). Burnout syndrome in secondary
school teachers: a systematic review and meta-analysis. Social Psychology of
Education, 1-20. https://doi.org/10.1007/s11218-018-9471-9
Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 242, 180-187. https://doi.org/10.1016/j.jad.2018.08.080
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. https:// 10.1177/1098300717732066
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Jennings, P. A., Frank, J. L., Doyle, S., Oh, Y., Rasheed, D., DeWeese, A., ... & Greenberg, M. T. (2017). Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010-1028. htpps://doi.org/10.1037/edu0000187
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2020). The experience of work-related stress across occupations. Journal of Managerial Psychology, 35(2), 227-244. https://10.1108/02683940510579803
Karasek, R. A. Jr. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 24(2), 285–308. https://doi.org/10.2307/2392498
Keyes, C. L. (2014). Mental Health as a Complete State: How the Salutogenic Perspective Completes the Picture. In: Bridging Occupational, Organizational and Public Health, Springer Berlin, 179-192. https://doi.org/10.1007/978-94-007-5640-3_11
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2(2), 99-113. https://doi.org/10.1002/job.4030020205
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. https://doi.org/10.1146/annurev.psych.52.1.397.
Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education Administration and Policy, 28(3), 458-486. https:// doi.org/10.2307/4126479
Nieuwenhuijsen, K., Bruinvels, D., & Frings-Dresen, M. (2010). Psychosocial work environment and stress-related disorders, a systematic review. Occupational Medicine, 60(4), 277–286. https://doi.org/10.1093/occmed/kqq081
OCDE (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD Publishing, Paris. https://dx.doi.org/10.1787/1d0bc92a-en.
Organización Mundial de la Salud. (2022). Mental health: strengthening our response. Recuperado de: https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response
Panari, C., & Simbula, S. (2016). Presenteeism “on the desk”: The relationships with work responsibilities, work-to-family conflict and emotional exhaustion among Italian schoolteachers. International Journal of Workplace Health Management, 9(1), 84–95.
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325-327.
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2013). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167-173. https:// 10.1111/j.1750-8606.2012.00238.x
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001.
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession—What do teachers say? International Education Studies, 8, 181-192. http://dx.doi.org/10.2466/14.02.PR0.114k14w0
Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education: An International Journal, 21(5), 1251-1275. https://doi.org/10.1007/s11218-018-9464-8
Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457-477. https://doi.org/10.1007/s10648-011-9170-y
Van Droogenbroeck, F., Spruyt, B., & Vanroelen, C. (2014). Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work. Teaching and Teacher Education, 43, 99-109. https://doi.org/10.1016/j.tate.2014.07.005
Viac, C. & Fraser, P. (2020). "Teachers’ well-being: A framework for data collection and analysis". OECD Education Working Papers, No. 213, OECD Publishing, Paris, https://doi.org/10.1787/c36fc9d3-en.
Xiaoming, Y., Ma, B. J., Chang, C. L., & Shieh, C. J. (2014). Effects of workload on burnout and turnover intention of medical staff: A study. Studies on Ethno-Medicine, 8(3), 229–237.
Yoon, J. S. (2002). Teacher Characteristics as Predictors of Teacher-Student Relationships: Stress, Negative Affect, and Self-Efficacy. Social Behavior and Personality, 30, 485-493.
