El Uso de las National Schools and Staffing Survey para Identificar el Riesgo de Estrés y Preocupaciones Profesional de Maestros de Primaria

Autores/as

  • Richard G. Lambert Professor, Department of Eductional Leadership University of North Carolina at Charlotte
  • Christopher J. McCarthy Professor, Department of Educational Psychology University of Texas at Austin
  • Paul G. Fitchett Associate Professor, Department of Middle, Secondary, and K12 Education University of North Carolina at Charlotte
  • Sally Lineback Doctoral Student, Department of Educational Psychology University of Texas At Austin
  • Jenson Reiser Doctoral Student, Department of Educational Psychology University of Texas at Austin

DOI:

https://doi.org/10.14507/epaa.v23.1792

Palabras clave:

los maestros, el estrés, opiniones, inquietudes vocacionales, satisfacción laboral, retención

Resumen

Los modelos transaccionales de estrés sugieren que los maestros de primaria que consideran que las demandas de aula son mayores que los recursos que reciben se enfrentan a un mayor riesgo de estrés y son más propensos a tener inquietudes vocacionales. La investigación anterior utilizando la Evaluación de los Recursos y la Demanda en el Aula (CARD por sus siglas en Inglés), un sistema diseñado para evaluar la opinión de los profesores sobre las demandas y recursos, es compatible con los modelos transaccionales con muestras locales. Esta investigación replico la investigación anterior utilizando dos grupos de datos representativos a nivel nacional de las Schools and Staffing Survey (1999-2000 y 2007-2008). Se encontraron diferencias previstas en teoría, lo que sugiere que entender las opiniones individuales de los maestros de primaria sobre las demandas y recursos en el aula puede tener implicaciones importantes para la política educativa y de investigación que tiene como objetivo hacer frente a las preocupaciones de formación profesional de los docentes.

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Biografía del autor/a

Richard G. Lambert, Professor, Department of Eductional Leadership University of North Carolina at Charlotte

Dr. Richard Lambert is a Professor of Educational Research at the University of North Carolina at Charlotte. He specializes in applied statistics, teacher stress and coping, and assessment for young children.

Christopher J. McCarthy, Professor, Department of Educational Psychology University of Texas at Austin

Christopher J. McCarthy is a Professor in the Department of Educational Psychology at the University of Texas at Austin. He studies stress and coping, particularly in educational contexts. 

Paul G. Fitchett, Associate Professor, Department of Middle, Secondary, and K12 Education University of North Carolina at Charlotte

Paul G. Fitchett is an Associate Professor in the Department of Middle, Secondary, and K12 Education at the University of North Carolina at Charlotte. He studies the intersections between teacher working conditions, student learning outcomes, and educational policy.

Sally Lineback, Doctoral Student, Department of Educational Psychology University of Texas At Austin

Sally Lineback is a doctoral student in Counseling Psychology at the University of Texas at Austin. She is a former teacher and currently studies teacher stress and coping, with a particular interest in gay and lesbian teachers’ experiences with stress.

Jenson Reiser, Doctoral Student, Department of Educational Psychology University of Texas at Austin

Jenson Reiser is a doctoral candidate in Counseling Psychology at the University of Texas at Austin. Her research interests include stress and coping in educational settings; specifically, the research and development of in-school interventions to help teachers reduce and manage stress.

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Publicado

2015-04-13

Cómo citar

Lambert, R. G., McCarthy, C. J., Fitchett, P. G., Lineback, S., & Reiser, J. (2015). El Uso de las National Schools and Staffing Survey para Identificar el Riesgo de Estrés y Preocupaciones Profesional de Maestros de Primaria. Archivos Analíticos De Políticas Educativas, 23, 43. https://doi.org/10.14507/epaa.v23.1792

Número

Vol. 23 (2015)

Sección

Articles