ABSTRACT
The crisis caused by the COVID-19 pandemic has generated new challenges for regular basic education teachers, who, day by day, interact with students and constitute a significant part of the student's development. These new circumstances have affected teachers, raising their stress levels and affecting their skills. In this context, this study aims to determine the influence of social support and general self-efficacy on subjective discomfort in Ecuadorian regular basic education teachers. The methodology used was based on the predictive design in which 311 teachers participated, 230 women and 81 men. The selected instruments were the Duke-UNK-11 Functional Social Support Questionnaire, the General Self-Efficacy Scale (GAS) and the Kessler Subjective Discomfort Scale-10. The results showed that the Social support variable significantly influences subjective discomfort, showing that teachers who have high levels of social support show lower levels of subjective discomfort. It is concluded that social support is a predictor of subjective discomfort in Ecuadorian teachers of basic education. © 2022 Figueroa-Suárez et al.
ABSTRACT
The quality of life at work has been affected by the COVID-19 pandemic, generating labor overload, higher levels of stress, and a reduction in workers’ productivity. In the education sector, thousands of teachers were affected by the change to a new online work modality and the acquisition of new work tools. The aim of this study was to determine whether social support and general self-efficacy (GSE) significantly predict the quality of life at work in a group of Ecuadorian teachers. A total of 300 teachers of both genders, whose ages ranged between 21 and 64 years, participated in the study. For measurements, the Duke-UNK-11 General Sale Scale and the Scale of Quality of Life in the CVT-Gohisalo Work were used. The predictive analysis was performed through linear regression. The results show a moderately significant relationship between social support, GSE, and quality of life at work. Similarly, the multiple regression analysis confirms that social support and self-efficacy are variables that significantly predict the quality of life at work. The findings of this research also confirm that teachers with higher levels of GSE report higher levels of quality of life at work. In conclusion, the prediction of the variables social support and GSE in the quality of life at work of Ecuadorian teachers is confirmed. The implications of the predictive model mediating quality of life at work are discussed. Copyright © 2022 Jaguaco, Turpo-Chaparro, Vásquez-Villanueva and Apaza-Romero.