Experiencias docentes heterogéneas en pandemia COVID-19: Un análisis interseccional con diseño mixto

López, Verónica; Haquin, Dominique Manghi; Melo-Letelier, Giselle; Godoy-Echiburú, Gerardo; Otarola, Fabiola; Aranda, Isabel Pereira; Araneda, Sebastián Lourido; López-Concha, Romina; Ávalos, Beatrice

doi:10.5027/psicoperspectivas-vol20-issue3-fulltext-2434

Cited by 7 publications

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“…Another aspect that is central to schools is the fact of strengthening coordination with the psychosocial teams of the schools. In Chile, the psychosocial team is the name given to the coordinated work of school psychologists and social workers ( López et al, 2021a ). Coordinating with them is known as especially relevant to meet the various needs and demands of the pandemic:…”

Section: Resultsmentioning

confidence: 99%

“…Research in Latin American countries shows that teachers’ efforts, in many cases, have shifted from the teaching of disciplinary contents to the emotional containment and concern for the wellbeing of their students ( Ramos-Huenteo et al, 2020 ; Sáez-Delgado et al, 2020 ). Perhaps all of these factors, jointly, might explain why Latin-American research has shown that distance teaching during the COVID-19 pandemic has been harder for female teachers, for young teachers, and for those who teach in low SES schools ( Gluz and Elías, 2020 ; Salas et al, 2020 ; López et al, 2021a ; Troitinho et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools

et al. 2022

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The COVID-19 pandemic continues to impact schools and how education is conveyed to students. One of the aspects that has gained strength is supporting the wellbeing of educational communities. The purpose of this study was to describe and understand the construction of school wellbeing during the pandemic, based on the notion of collective and sustainable wellbeing. Through a qualitative design, we conducted a study in four Chilean low-SES schools in which a national school mental health program is implemented. A total of 41 in-depth interviews and one group interview were conducted with students, parents, teacher, teacher assistants, school principals, psychosocial professionals, and the school mental health officers during the second half of the 2020 school year. Thematic content analyses showed that, while facing the school closure challenges, schools strived to protect students’ and teachers’ wellbeing. However, participants highlighted necessary conditions for sustaining the school community’s wellbeing and mental health in the context of the COVID-19 pandemic: assuring digital connectivity for all students; coordinated work with families and within the school; strengthening networks; curriculum adaptation and diversified pedagogical strategies; and emotional support toward teachers, families, and students. We discuss these findings and their implications for a sustainable and collective perspective of the wellbeing of school communities in low-SES schools, as well as for policy, practice, and research from the perspective of schools for social justice and health promotion.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools

et al. 2022

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“…In the case of Chile, the pandemic period was experienced in a varied and unequal manner, with marked disparities. It posed particular challenges for female teachers, those with limited years of experience, and those serving socioeconomically disadvantaged communities (López et al, 2021). As a result, future research should focus on investigating how this event has altered teachers' working conditions and impacted their job satisfaction 6 .…”

Section: Discussionmentioning

confidence: 99%

Teacher’s Laboral Satisfaction: moderator and mediator roles of work meaningfulness

Maldonado,

Leiva,

Inostroza

2024

Educ. Real.

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The aim of this study was to assess the moderating and mediating effects of work meaningfulness on job satisfaction as perceived by teachers. To achieve this, we utilized self-reported questionnaire responses from 4,813 Chilean teachers. We conducted moderation and mediation analyses based on A. Hayes' framework using this dataset to test our hypotheses. The results provide evidence for the significant moderating and mediating role of work meaningfulness, demonstrating its positive impact on teachers' job satisfaction. Finally, we discuss the theoretical and practical implications of our findings, along with their limitations and future research directions.

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“…Finalmente, los datos empleados corresponden al periodo previo a la pandemia del covid-19, evento que provocó profundas transformaciones en las condiciones en que se ejerce la docencia en el mundo. Específicamente, en Chile el periodo de pandemia fue experimentado de formada heterogénea y marcado por la desigualdad, siendo mayormente agobiante para las profesoras mujeres, con pocos años de experiencia, y que atienden a comunidades desaventajadas en cuanto a características socioeconómicas (López et al, 2021). Por ende, próximas investigaciones debiesen orientarse a explorar el modo en que este evento modificó las condiciones laborales del profesorado y cómo ha repercutido en su satisfacción laboral 8 .…”

Section: Discusión Y Conclusionesunclassified

Satisfacción Laboral Docente: rol moderador y mediador del sentido del trabajo

Maldonado,

Leiva,

Inostroza

2024

Educ. Real.

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RESUMEN El objetivo de esta investigación fue evaluar el rol moderador y mediador que el ‘sentido del trabajo’ ejerce en la ‘satisfacción laboral’ percibida por profesores. Para cumplir este objetivo, se emplearon las respuestas de cuestionarios auto-reportados por 4.813 profesores chilenos. A partir de esta base de datos y siguiendo la propuesta de A. Hayes se realizaron ‘Análisis de Moderación’ y ‘Análisis de Mediación’. Los resultados obtenidos entregan evidencia en favor del rol moderador y mediador del ‘sentido del trabajo’, constituyéndose en una variable que favorece la satisfacción laboral de los profesores. Al concluir, se discuten las implicancias de los resultados obtenidos, sus limitaciones y futuras líneas de investigación.

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Experiencias docentes heterogéneas en pandemia COVID-19: Un análisis interseccional con diseño mixto

Cited by 7 publications

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Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools

Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools

Teacher’s Laboral Satisfaction: moderator and mediator roles of work meaningfulness

Satisfacción Laboral Docente: rol moderador y mediador del sentido del trabajo

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