Stress and wellness paradigms among educators in diverse academic contexts in Spain, Colombia and Chile

Abstract

Objective: This study analyze the relationship between stress and wellness among educators, analyzing data from 1,037 active teachers across various academic settings. This study has a dual objective: firstly, to analyze the psychological differences among teachers to identify the impact of stress determinants that are prevalent across various academic disciplines; and secondly, to examine the correlation between the psychological profiles of these professionals and their respective teaching domains.

Methods: To achieve our research objectives, we conducted a study with a unique combination of methodologies, incorporating cross-sectional and retrospective approaches. Initially, we collected data through an online survey distributed through Google Docs for 4 months in the 2020–2021 school year, targeting a representative population of in-service teachers aged between 20 and 70 years (mean age ± standard deviation: 41 ± 9.2 years). Subsequently, different predefined variables were evaluated that studied current conditions such as retrospective evaluations of past data. The research assesses key variables such as teaching experience, teacher satisfaction, loneliness, perceived stress, and various psychological dimensions. SPSS 24.0 was used to analyze the data using descriptive statistics, normality tests, ANOVA with Tukey’s post hoc and Pearson’s correlation, with a significance level of p ≤ 0.05 to ensure a thorough and rigorous approach in the analysis.