La inteligencia espiritual como estrategia para afrontar de manera constructiva el estrés laboral docente

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Revista Electronica Interuniversitaria de Formacion del Profesorado Pub Date : 2021-01-21 DOI:10.6018/REIFOP.435581
Alberto Jesús Iriarte-Pupo, C. A. Martínez, Kiara Coralia Campo-Landines, Elsy Domínguez de la Ossa
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引用次数: 1

Abstract

Teachers´ activity is frequently threatened by the precarious conditions in which this practice is carried out. Teachers are exposed to different psychosocial risks that affect their performance and well-being. The present pre-test post-test study with a control group aims to examine the incidence of a intervention program based on the development of spiritual intelligence (SI) about the levels of stress reported by a group of 115 teachers from official educational institutions in Sincelejo (Sucre, Colombia). Within this intervention program, SI is understood as the ability to build a healthy (or adaptive) system of spiritual values or beliefs and adopt it as a lifestyle. SI encompasses three fundamental dimensions: cognitive (spiritual knowledge), affective (spiritual experience) and behavioral (contingency). Descriptive and inferential analysis were performed (intragroup and intergroup) and the variations of each institution were compared with their relationship to the teachers´ perception of the levels of stress before and after the intervention (measurements carried out on 2018 - 2019). The results show that teachers' perception of the levels of stress changed significantly from a high to a low risk factor.
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精神智力作为建设性应对教师工作压力的策略
教师的活动经常受到实施这种做法的不稳定条件的威胁。教师面临着不同的心理社会风险,这些风险会影响他们的表现和幸福感。本测试前-测试后研究由一个对照组进行,旨在检查基于精神智力(SI)发展的干预计划的发生率,该干预计划由来自Sincelejo(哥伦比亚苏克雷)官方教育机构的115名教师报告。在这个干预计划中,SI被理解为建立一个健康(或适应性)的精神价值观或信仰体系并将其作为一种生活方式的能力。SI包括三个基本维度:认知(精神知识)、情感(精神体验)和行为(偶然性)。进行了描述性和推断性分析(组内和组间),并将每个机构的变化与其干预前后教师对压力水平的感知之间的关系进行了比较(2018年至2019年进行的测量)。结果表明,教师对压力水平的感知从高风险因素向低风险因素发生了显著变化。
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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