Estrés de los docentes de EFL y estrategias de afrontamiento: el caso de las escuelas primarias públicas en Jimma Zone, Etiopía
DOI:
https://doi.org/10.26817/16925777.1516Palabras clave:
Profesores de inglés como lengua extranjera, estrés, factores, asociación, estrategias de afrontamiento, coeficiente de regresión, coeficiente betaResumen
Los profesores de EFL suelen experimentar estrés como resultado de factores ambientales y personales. Sin embargo, el problema y sus factores desencadenantes parecen pasarse por alto en el contexto del estudio. Por lo tanto, el objetivo de este estudio es analizar el estrés de los profesores de inglés como lengua extranjera, los factores que contribuyen a él y las estrategias de afrontamiento utilizadas en las escuelas primarias públicas de Jimma Zone, Etiopía. En la investigación se utilizaron técnicas de diseño de métodos mixtos, muestreo por conglomerados y muestreo por juicio. Participaron un total de 100 profesores de EFL. Los datos se recopilaron mediante un cuestionario y una entrevista, y se emplearon estadísticas descriptivas e inferenciales para analizar los datos. Los hallazgos demuestran que la mayoría de los docentes han experimentado estrés y que todos los factores planteados tienen una asociación sustancial con el problema. El principal hallazgo es que el estrés afecta negativamente el comportamiento laboral de los profesores de EFL. A la luz de este hallazgo, se sugiere que se brinde capacitación en estrategias de afrontamiento. El estudio tiene implicaciones pedagógicas, ya que sugiere que la inteligencia emocional y las técnicas de afrontamiento del estrés se incluyan en los cursos de metodología de enseñanza de inglés como lengua extranjera. Finalmente, debido a que la muestra es demasiado pequeña para generalizar a varias situaciones, se sugiere realizar más investigaciones a gran escala para comprender la magnitud de la expansión del problema en la región.
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