El impacto de la pandemia COVID-19 en el desempeño laboral docente, frente a los riesgos psicosociales presentes en la nueva modalidad de enseñanza no-presencial.

Abstract

The teachers' work has been modified in all aspects, even in their teaching methodology, where the teacher-student interaction has been affected in recent years, which generates psychological consequences in the teacher. The present work evaluates the impact produced by the COVID-19 pandemic on primary school teachers and how it has been reflected in their professional practice/work, from the contemporary non-presential modality; through research with a qualitativequantitative approach. The sample consisted of 15 teachers from three primary level educational institutions; in the results obtained from the inventory, 55% of the cases reflect an increase in phobic anxiety, positioning themselves above the average (>50) up to certain notorious levels of severity (65-70). In contrast to other dimensions such as depression, somatization and paranoid ideation which remain at 46.7% below the mean (<50); 64% of the cases show minimal stress levels, while 36% mild/medium, both levels show alarm signals, such as emotional exhaustion and depersonalization that can be evidenced in the answers obtained in the Burnout questionnaire. In conclusion, the teachers within the non-presential modality, before the institutional demand based on the fulfillment of the schedule, show a conformity with their work period, although the stress levels show alarm signals, the paranormative crises are a key point in the development of somatizations, and phobic anxiety, due to stressful situations that concern with their work or social environment.