Consecuencias de la COVID19 en educaciónniveles de carga mental del profesorado en el desarrollo de la enseñanza remota de emergencia

  1. Naiara Bilbao Quintana
  2. Ainara Romero Andonegui
  3. Arantzazu López de la Serna
  4. Urtza Garay Ruiz
Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Año de publicación: 2023

Volumen: 34

Número: 4

Páginas: 869-879

Tipo: Artículo

DOI: 10.5209/RCED.80218 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista complutense de educación

Resumen

The closure of all educational centers due to COVID-19 has meant the re-adaptation of the teaching-learning process to a new context of Remote Emergency Education (REE). As a result, teachers have had to respond to the many difficulties that this situation has caused for students and their families. In this study, the objective is to analyze how this new way of teaching has affected their level of mental workload, that is, their capacity to efficiently face the demands imposed by REE with respect to normal conditions. 4,589 teachers from the Autonomous Community of the Basque Country, from all educational stages, participate in the research. From the results, it can be seen that the teaching staff has presented an overload and mental fatigue during confinement which has generated, above all, frustration and anxiety. The complexity of the situation has led to difficulties in managing time, mental over-exertion in responding to demands and a decrease in perceived performance. In addition, the mental overload of women has been greater than that of men, as well as that of older teachers. Understanding mental fatigue as an occupational risk factor, these results highlight the need to take measures to prevent teachers’ mental overload or fatigue in future exceptional situations such as the emergency caused by COVID-19.

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