During the health emergency caused by COVID-19, a series of sensations such as fear, stress, and concern about contracting the virus were developed. Despite the fact that in recent months infection rates have been significantly reduced due to vaccination campaigns, the return of teachers to face-to-face classes established in Peru from April 2022 has increased once again the fear that contagion levels could grow. Therefore, the objective was to analyze the concern of regular basic education teachers about the spread of COVID-19 when returning to face-to-face classes. A quantitative investigation was carried out; the research design was observational and the type of study was descriptive cross-sectional. The sample was made up of 648 teachers who responded to the Scale of Concern for the Contagion of COVID-19, an instrument with adequate psychometric properties. The results show that 43.8% of teachers had moderate levels of concern about the spread of COVID-19, 38.7% had low levels, and 17.5% had high levels. Teachers reported most recurrent concerns about some risks in educational institutions and the fear of spreading COVID-19 to their relatives or people with whom they lived. On the other hand, it was found that some sociodemographic, occupational, and medical variables were significantly associated with this concern (p < 0.05). Then, it was concluded that teachers had moderate levels of concern about the spread of COVID-19 when returning to face-to-face classes.

El objetivo de esta investigación fue reflexionar en torno a los resultados obtenidos sobre  la inteligencia emocional en los estudiantes del programa de doctorado en educación de la Universidad Nacional del Altiplano de Puno, Perú. El diseño fue una investigación de tipo exploratorio descriptivo, a modo de estudio piloto, cuyo propósito fue identificar el manejo emocional de los 24 participantes,  de los cuales doce fueron mujeres y los otros doce fueron varones. Los resultados evidencian que las mujeres son emocionalmente más inteligentes que los varones con un 80.33% frente a un 65.82%, esto indica que los varones deben seguir trabajando la expresión emocional y la confianza en sí mismo para garantizar el desarrollo de habilidades sociales y desenvolverse mejor.

Todos los capítulos de este libro fueron evaluados por pares académicos externos a la entidad editora. Tipo de revisión: doble ciego.

The objective of the present investigation was to evaluate the psychosomatic symptoms associated with stress in Primary and Secondary Education teachers after returning to face-to-face classes. For that purpose, a quantitative approach was used; the design was non-experimental, and the type of research was cross-sectional descriptive. The sample consisted of 301 teachers who responded to the Psychosomatic Problems Questionnaire, an instrument with adequate levels of content validity and reliability. Data analysis was performed at both descriptive and inferential levels. The descriptive analysis was accomplished using the distribution of percentages. Inference analysis was developed using the Student's t-test, which made it possible to determine whether there were statistically significant differences in terms of the presence of psychosomatic symptoms associated with stress according to the sociodemographic variables. The results revealed that 45.2% of the teachers displayed psychosomatic symptoms associated with stress at a moderate level; 33.9% were at a low level; and 20.9% were at a high level. The most frequently reported symptoms were extreme tiredness, headaches, and a feeling of not wanting to get up in the morning. At the same time, it was determined that there were statistically significant differences regarding the presence of psychosomatic symptoms associated with stress related to the gender and employment status of the teachers. It was concluded that the teachers rated the psychosomatic symptoms associated with stress at a moderate level. The present investigation represents a contribution to the psychological health and emotional well-being of teachers, since it allows for the determination of psychosomatic symptoms associated with stress. Therefore, it is important that the relevant educational authorities provide services and strategies for the care, prevention, protection, approach and recovery of the mental health of teachers.