Workload in a group of Latin American teachers during the COVID-19 pandemic
DOI:
https://doi.org/10.15359/ru.35-2.15Keywords:
Workload, teachers, Latin America, pandemic, occupational health, COVID-19, SARS-CoV-2Abstract
Introduction. The viral disease Covid-19 -currently a pandemic- forced to accommodate measures of social distancing with the intention of limiting its expansion, including: teleworking and online (virtual) teaching. Would the sudden shift from face-to-face classroom to virtual education result in teacher work overload? If so, what are the influencing factors? Objective. Analyze the workload of teachers in Latin America, at three different educational levels, during the COVID-19 pandemic in June and July 2020. Methods. Quantitative, descriptive, cross-sectional study. A 37-question questionnaire was used, with a Hernández-Nieto content validity coefficient of 0.99 and a temporal stability coefficient 0.91. Statistical analysis was performed using Excel 2019, measures of central tendency and frequency analysis were used. Results. 887 teachers were surveyed for whom sociodemographic characteristics are detailed and their personal, technical, institutional and space load factors assessed. Student dropout percentage was also ascertained. Conclusion. The surveyed teachers perceived an increase in workload due to the factors studied, intertwined with an increase in student desertion. The abrupt change in the modality from face-to-face to virtual education has generated a reorganization of work and family life, teleworking from home requires a clear delimitation by teachers of the work schedules and functions involved in the various aspects of online education.
References
Acton, R. D., Chipman, J. G., Lunden, M., & Schmitz, C. C. (2015). Unanticipated teaching demands rise with simulation training: Strategies for managing faculty workload. Journal of Surgical Education, 72(3), 522–529. https://doi.org/10.1016/j.jsurg.2014.10.013
Cáceres-Piñaloza, K. F. (2020). Educación virtual: Creando espacios afectivos, de convivencia y aprendizaje en tiempos de COVID-19. CienciAmérica, 9(2), 38. https://doi.org/10.33210/ca.v9i2.284. In Spanish.
Centro de Ergonomía Aplicada. (2020). Guía de ergonomía para el teletrabajo confinado. https://www.cenea.eu/cursos-de-ergonomia-y-libros/guia-ergonomia-teletrabajo/. In Spanish.
Eurofound, & Organización Internacional del Trabajo. (2019). Trabajar en cualquier momento y en cualquier lugar: Consecuencias en el ámbito laboral. https://www.ilo.org/global/publications/books/WCMS_712531/lang--es/index.htm. In Spanish.
Gómez, N. R., & Rodríguez, P. (2020). Estrés en docentes en el contexto de la pandemia de COVID-19 y la educación, FENOB una -Filial Coronel Oviedo. Divulgación Académica UNA FENOB, 216–234. In Spanish.
Mailizar M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/EJMSTE/8240
Malander, N. M. (2016). Burnout syndrome and job satisfaction in secondary school teachers. Ciencia & Trabajo, 18(57), 177–182. https://doi.org/10.4067/S0718-24492016000300177
Mandernach, J., & Holbeck, R. (2016). Teaching Online: Where Do Faculty Spend Their Time? Online Journal of Distance Learning Administration, 19(4). https://www.westga.edu/~distance/ojdla/winter194/mandernach_holbeck194.html
Ordoñez, S., & Saltos, D. (2018). Intensificación del trabajo, estrés laboral, sus efectos en la salud docente de unidades educativas de la zona 8 del Guayas. Revista Científica Mundo de La Investigación y El Conocimiento, 2, 650–670. https://doi.org/10.26820/recimundo/2.esp.2018.650-670. In Spanish.
Sánchez, M., Martínez, A., Torres, R., de Agüero, M., Hernández, A., Benavides, M., … Jaimes, C. (2020). Educational challenges during the covid-19 pandemic: a teachers’ survey at UNAM. Revista Digital Universitaria, 21(3), 1–24. https://www.revista.unam.mx/wp-content/uploads/a12.pdf
Tapasco, O., & Giraldo, J. (2016). Factores asociados a la disposición por el teletrabajo entre docentes universitarios. Ciencia & Trabajo, 18(56), 87–93. https://doi.org/10.4067/s0718-24492016000200003. In Spanish.
Zubieta García, J., Bautista Godínez, T., & Quijano Solís, Á. (2012). Aceptación de las TIC en la docencia: Una tipología de los académicos de la UNAM. Universidad Nacional Autónoma de México. In Spanish.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1. Authors guarantee the journal the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors can set separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, place it in an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. The authors have declared to hold all permissions to use the resources they provided in the paper (images, tables, among others) and assume full responsibility for damages to third parties.
4. The opinions expressed in the paper are the exclusive responsibility of the authors and do not necessarily represent the opinion of the editors or the Universidad Nacional.
Uniciencia Journal and all its productions are under Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Unported.
There is neither fee for access nor Article Processing Charge (APC)
