ANSIEDAD ACADÉMICA EN DOCENTES Y COVID-19. CASO INSTITUCIONES DE EDUCACIÓN SUPERIOR EN IBEROAMÉRICA.

Said-Hung, Elias; Marcano, Beatriz; Garzón-Clemente, Rebeca

This research seeks to analyze the factors that influenced the perception of academic anxiety manifested by teachers of higher education institutions in Latin America, during the first weeks of confinement due to Covid-19. This is an exploratory study using an online survey available from April 6 to 24, 2020. 251 teachers (n = 251, 1-α = 95% and e = 6.2) linked to higher education institutions responded from 6 Iberoamerican countries (Argentina, Colombia, Chile, Spain, Mexico and Puerto Rico). The main results point to a greater perception of anxiety among teachers from institutions with a face-to-face pre-confinement study modality and from public institutions, with a negative institutional perception, and perception of a greater risk of contagion by COVID-19. The need to rethink teacher training at a psychosocial level is reaffirmed, so that it helps emotional management and active coping with uncertain and demanding scenarios such as those experienced during the period studied.

UNIVERSITIES & colleges; TEACHER training; PSYCHOLOGICAL adaptation; COVID-19; TEACHER education; RISK perception

Revista Prisma Social, 2021, Issue 33, p289

1989-3469

Academic Journal