Psychosocial risk assessment to determine work-related stress in the education sector among teachers at the José María Román Educational Unit in Riobamba, Ecuador
Abstract
Job stress is a psychosocial risk that affects teachers and can have a negative impact on educational quality and personal well-being. The objective of this study was to evaluate psychosocial risks to determine the level of occupational stress in teachers of the José María Román School in Riobamba, Ecuador. A structured questionnaire was applied to a census sample of 38 teachers, addressing variables such as work conflict prevention, leadership, work overload, skills development, incentives and family support. Descriptive analysis and multiple linear regression were performed to identify the variables that influence conflict prevention as an indicator of work stress. The results showed that leadership and teacher skill development were significant predictors of conflict prevention, while work overload and family support did not have a statistically significant effect. Incentives had a marginally significant negative effect. It is concluded that strengthening leadership and promoting continuous training are relevant strategies to reduce work stress and improve the educational environment. Further research with larger samples and longitudinal studies is suggested to validate these results and explore other psychosocial factors.
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