Estresores percibidos, competencias socioemocionales y metacognición en docentes argentinos de nivel secundario: descripción cualitativa e identificación de perfiles
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https://doi.org/10.15517/ap.v40i140.9975Palavras-chave:
Estresores percibidos, metacognición sobre la enseñanza, competencias socioemocionales, educación secundariaResumo
Objetivo. Identificar los estresores percibidos como más desafiantes por un grupo de docentes de nivel secundario (Estudio 1) y explorar las asociaciones entre dichos estresores y las Competencias Socioemocionales (CSE) y de metacognición sobre la enseñanza (Estudio 2). Método. Se realizaron dos estudios. El primero tuvo un diseño cualitativo, recopilando narrativas sobre experiencias estresantes (n = 75), y se realizó un análisis de contenido. El segundo estudio fue cuantitativo, no experimental, transversal (n = 88) y se aplicaron encuestas sobre ECS, metacognición y estrés. Se aplicó un análisis de correspondencia múltiple. Resultados. Los estresores más frecuentes involucran las interacciones entre los miembros de la comunidad educativa (Estudio 1). Se identificaron dos perfiles de estresores, áulicos y comunitarios. La autorregulación emocional se asoció con menor estrés percibido y la evaluación metacognitiva, con mayor estrés (Estudio 2). Los resultados obtenidos fundamentan la necesidad de intervenciones diferenciadas con un marco teórico integrativo.
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