La doble presencia; un riesgo psicosocial de los docentes de una Unidad Educativa perteneciente a la zona 2 de la región Amazónica del Ecuador.

Abstract

The present research seeks to determine how double presence affects the development of teaching from the perception of teachers in a specific educational unit. For this purpose, a methodology with a non-experimental quantitative approach with a descriptive level was used. The questionnaire was applied. of Psychosocial Risk Assessment to a sample of 37 teachers, the study is supported by gender theory and the general theory of needs. The results indicate that a high percentage of female teachers 75% feel that they do not have enough time to reflect on their work performance. Furthermore, 60% of them do not have access to professional support services such as doctors or psychologists in times of crisis. Regarding the balance between work and personal life, 57.89% of women feel dissatisfied, in contrast to 66.67% of men who express partial agreement with this statement. These findings highlight a significant gap in support and work balance for female teachers, highlighting the need for interventions that address these challenges and promote a more balanced and healthy educational environment.