Unraveling EFL Educators' Perspectives on work related stress and Mindfulness Practices in Costa Rica
DOI:
https://doi.org/10.22458/ie.v28i44.5802Palabras clave:
bienestar, estrés mental, enseñanza de segundas lenguas, resiliencia, percepciónResumen
El estrés laboral constituye un problema serio entre los docentes de inglés como lengua extranjera (EFL), asociado al exceso de tareas relacionadas con la enseñanza y a la interacción diaria con estudiantes que no siempre se encuentran comprometidos. Este estudio descriptivo y transversal tuvo como propósito comprender mejor la autopercepción del profesorado sobre sus propios niveles de estrés y su conocimiento acerca de las técnicas de mindfulness. Las personas participantes debieron completar dos cuestionarios digitales: una escala de ansiedad en la enseñanza de lenguas extranjeras (FLTAS), adaptada de Aydin y Ustuk (2020), y una encuesta sobre mindfulness. Un total de 47 docentes activos de EFL completaron el primer instrumento, pero únicamente 23 respondieron el segundo. Los hallazgos, confirmados por ambos instrumentos, muestran que el profesorado percibe bajos niveles de estrés en sus vidas; los elementos que puntuaron más alto como estresores fueron aquellos relacionados con la participación y el compromiso estudiantil, y el elemento que obtuvo la puntuación más baja como desencadenante de estrés fue el uso del inglés en la clase. Esta investigación podría aportar insumos importantes para instituciones educativas que buscan brindar apoyo al bienestar docente, programas de formación docente que procuran incorporar estrategias de manejo del estrés, docentes de EFL que podrían beneficiarse de enfoques de mindfulness y personas investigadoras que exploran la efectividad del mindfulness en contextos educativos.
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