En marzo de 2020, el virus SARS-CoV-2 procedente de China ha llegado a Espana y desde el 14 de marzo se ha declarado el estado de alarma en todo el Estado espanol, llevando al confinamiento a toda la poblacion. La presente investigacion se contextualiza en la Comunidad Autonoma Vasca (situada al norte de Espana). Se han analizado los niveles de estres, ansiedad y depresion a la llegada del virus y se han estudiado los niveles de sintomatologia psicologica segun edad, cronicidad y confinamiento. Se ha recogido una muestra de 976 personas y la medicion de las variables ansiedad, estres y depresion se ha hecho mediante la escala DASS (Escala de Depresion, Ansiedad y Estres). Los resultados demuestran que, aunque los niveles de sintomatologia han sido bajos en general al principio de la alarma, la poblacion mas joven y con enfermedades cronicas ha referido sintomatologia mas alta que el resto de poblacion. Tambien se ha detectado un mayor nivel de sintomatologia a partir del confinamiento, donde las personas tienen prohibido salir de sus casas. Se preve que la sintomatologia aumentara segun vaya transcurriendo el confinamiento. Se defienden intervenciones psicologicas de prevencion y tratamiento para bajar el impacto psicologico que pueda crear esta pandemia.

Niveles de estrés, ansiedad y depresión en la primera fase del brote del COVID-19 en una muestra recogida en el norte de España/ Níveis de estresse, ansiedade e depressão na primeira fase do surto de COVID-19 em uma amostra no norte da Espanha/ Stress, anxiety, and depression levels in the initial stage of the COVID-19 outbreak in a population sample in the northern Spain

Background: Teachers worldwide had to reinvent their work routine according to teleworking during the COVID-19 pandemic, a work format that negatively impacts individuals’ physical and mental health. This study evaluates the association between work hours, work–family balance and quality of life (QoL) among teachers during the Chilean health emergency of the COVID-19 pandemic. Teachers from across Chile were contacted via email and social media to answer an online survey. QoL was evaluated via the SF-36 questionnaire, work hours and work–family balance in the pandemic. A total of 336 teachers from across Chile participated in this study. Teachers had a low QoL score, associated with age (p < 0.05). Teachers who were ≤44 showed lower deterioration risks in the Physical Component Summary (OR: 0.54) than the ≥45-year-old age group; simultaneously, the younger group (≤44 years) had a greater risk (OR: 2.46) of deterioration in the Mental Component Summary than teachers over 45 years. A total of 78.7% of teachers reported having increased their work hours during the COVID-19 pandemic due to teleworking and 86% indicated negative effects on their work–family balance. Pandemic work hours and negative work–family balance increase the risk of reducing the Mental Component Summary (OR: 1.902; OR: 3.996, respectively). Teachers presented low median QoL scores, especially in the Mental Component Summary, suggesting that it would be beneficial to promote a better workload distribution for teachers in emergency contexts, considering the adverse effects of teleworking.

https://www.mdpi.com/1660-4601/18/14/7566/pdf

Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work-Family Balance and Quality of Life.

The impact of the COVID-19 pandemic on education included school closures and the implementation of virtual teaching and teleworking without the knowledge or resources needed to do so. This situation accentuated the inequality in accessing quality education and generated high rates of stress, anxiety, and general discomfort in teachers. This study aimed to explore the mental health of teachers who were forced to telework because of COVID-19, and to analyze the association with sociodemographic, teacher-related, and working conditions. The sample was 278 classroom teachers in Chile who teleworked more than 50% during the 2020 academic year. The participants were mostly women (82%) who entered the teaching profession at age 30 or younger (87%) and worked two or more unpaid overtime hours per day (67%). The dependent variable was mental health measured through the General Health Questionnaire (GHQ-12). The independent variables were sociodemographic, teacher-related, and work conditions. The internal structure of the mental health construct was evaluated using the Rasch model. Crude odds ratios (cORs) and adjusted odds ratios (aORs) were estimated using logistic regression models. A high rate of poor mental health was identified in teachers (58%). The variables associated with poor mental health were working in a private–subsidized school (aOR = 2.89; 95% CI: 1.16–7.22), working two or more unpaid overtime hours (aOR = 2.25; 95% CI: 1.11–4.59), and being absent due to sickness (aOR = 3.82; 95% CI: 1.53–9.58). These results provide evidence suggesting the need for actions to improve the working conditions of teachers who telework in order to improve their mental health, and thus have a positive impact on the entire educational community.

https://dialnet.unirioja.es/descarga/articulo/7997683.pdf

Mental Health of Teachers Who Have Teleworked Due to COVID-19

INTRODUCTION. The Covid-19 pandemic has forced educational institutions around the world to change their teaching modality, and move from a mostly face-to-face model to another where virtuality plays a greater role. OBJECTIVE. To know the perception of teachers about distance education during the Covid-19 pandemic in a state educational institution of Lima, Peru. METHOD. Cross-sectional descriptive study, with a sample of 53 teachers in whom a 36-item questionnaire was applied, adaptation of the Distance Education Questionnaire in time of Covid-19 for teachers. RESULTS. There is an average experience in distance training (77.4%), lack of use of educational platforms (67.9%) and massive use of WhatsApp as a means of communication (94.3%). The role of families presented a lower rating compared to the role of the educational administration and the school center, highlighting the little support of parents and the lack of means to develop virtual activities. Likewise, teachers perceive inadequate training in digital competence. DISCUSSION AND CONCLUSIONS. Teachers perceive many difficulties in distance education, especially from parents and the little training acquired.

https://dialnet.unirioja.es/descarga/articulo/7746473.pdf

Percepción docente sobre la educación a distancia en tiempos de COVID-19

Education has undergone the greatest revolution since the 19th century. The pandemic has massively launched teaching towards the use of ICTs and online education. The main objective of this research is to study the relationship between the adaptation of university faculty to the massive use of ICTs and educational digitization, and the promotion of SDG 4, which establishes Target 4.3, ensuring access to quality university education. To achieve this, a descriptive study methodology is used, in which the results of a validated survey, on a sample of 245 teachers from 32 public and private Spanish universities, were analyzed. The main results consist of the different emotional reactions among professors, finding that, on the one hand, ICTs allow for the development of new skills, the introduction of new methodological proposals, and the development of a positive attitude towards the use of digital tools in order to reach all of their students. However, on the other hand, the results also show that the use of ICTs caused an increase in anxiety, workloads, and the need for ongoing training. There is a need to continue improving the digital competencies of faculty professors in order to favor access to ICTs by university students and, thus, promote quality education worldwide.

The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

INTRODUCTION. The Chilean teachers from the suspension of classroom classes during the COVID-19 pandemic, have had to maintain the continuity of the pedagogical work. OBJECTIVE. Know the perceptions of teachers regarding their role, the process of learning and learning, the support of institutions and their mental health in view of the current emerging situation resulting from the pandemic by Coronavirus. METHOD. This studio used a qualitative approach, which was carried out through semi-structured interviews. The participants had 10 teachers of Secondary Education. RESULTS. The teacher declare that: their role focuses on the emotional needs of the school community; requieren acquisition of technological competences; the Curriculum Prioritization has no linearity for any type of establishment, all of them act according to the needs of the context; your feedback will only be available to students with internet access; his emotions are mainly pity, anguish and stress; demands and high labor requirements; the perceived support is varied; finally, there is no change in the conditions of the employment contract. DISCUSION AND CONCLUSIONES. Greater attention is required to the challenges facing teachers in the face of the pandemic and it is essential to support them in adjusting their professional skills.

http://cienciamerica.uti.edu.ec/openjournal/index.php/uti/article/download/325/588

Percepción docente respecto al trabajo pedagógico durante la COVID-19

The research objectives were to examine psychosocial and academic variables in families of primary and secondary schoolchildren in southern Chile in physical isolation and to analyze the mental health of parents. A descriptive cross-sectional design was used. Two stages were considered. In the first stage, an ad-hoc survey was applied to 8,102 families. In the second stage, the DASS-21 instrument was applied to a sample of 59. The results of the first stage showed that 40% of the participant families had a member without paid work, an income of less than $ 440, and the majority did not have computer at home. The schoolchildren have felt anxiety, night fears, bad mood or aggressiveness, several of them have not completed schoolwork and reported motivational difficulties. Most of surveyed students have not dedicated enough time to schoolwork and their main activity has been to watch TV series. The second stage showed that the 57.6% of parents presented severe anxiety, 50.8% stress and 83% depression. It is concluded that families lack the resources for the effective development of online education. Specialized actions are required to "mitigate" the impact of physical isolation by Covid-19 on socio-academic and mental health variables in schoolchildren and their families.

/pdf/caracterizacion-psicosocial-y-salud-mental-en-familias-de-e6drcvndfq.pdf

Constanza Olea-González

Papers

Percepción docente respecto al trabajo pedagógico durante la COVID-19

Caracterización Psicosocial y Salud Mental en Familias de Escolares Chilenos durante el Aislamiento Físico por la Covid-19