Digital Competence, Role Stress and Engagement: Towards positive mental health in Latin American teachers

Angel Deroncele-Acosta, Patricia Medina-Zuta, Felix Fernando Goni-Cruz, Maria Isabel Ramirez-Garzon, Orlando Fernandez-Aquino, Eldis Roman-Cao, Mariel M. Montes-Castillo, Eloisa Gallegos Santiago

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

11 Scopus citations

Abstract

The appearance of COVID-19 generated a new dynamic in the roles of the university teacher, who has had to rethink their pedagogical practice based on a hybrid education, assuming the commitment of the virtualization of formative processes; This new scenario demanded a deployment of their digital skills that required a readjustment to the work environment in exposure to stressors and psychosocial risk factors that may be affecting the health of the teacher. Therefore, the objective of this study is found in the evaluation of role stress (ambiguity, conflict and overload), engagement (vigor, dedication and absorption) and digital competences, of 300 teachers in six Latin American countries: Peru, Colombia, Chile, Brazil, Mexico and Ecuador. An applied research of a socio-critical paradigm and a mixed approach was developed, with a non-experimental, cross-sectional design, with a correlational and explanatory scope. Three questionnaires (processed through SPSS software) and one open question (processed through Atlas.ti software) were administered. The results indicate a medium level of digital skills, a high level of engagement and a medium level of role stress. Between engagement and role stress, a significant and negative relationship was found, and the statistical model allowed to verify that the higher the level of role stress, the lower the commitment, which is an alert. In turn, a significant positive relationship was found between engagement and digital skills, and between role stress and digital skills, no statistically significant relationship was found. The behavior of the three variables is similar in public and private universities, however, digital skills and engagement are different in men and women, although role stress is very similar between them. The qualitative question was allowed to systematize groups of codes that were grouped into three families (emerging categories), these are: promotion of teaching learning communities, ICT-based strategies for formative evaluation in virtual environments, and positive mental health self-management, This third factor being a dynamic element with a high preponderance in the teachers' discourse, which is revealed as a real and felt need, and allows us to rethink psychosocial intervention alternatives for the post-pandemic period.

Original languageEnglish
Title of host publicationProceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021
PublisherInstitute of Electrical and Electronics Engineers Inc.
Pages83-90
Number of pages8
ISBN (Electronic)9781665423588
DOIs
StatePublished - 2021
Event6th Latin American Conference on Learning Technologies, LACLO 2021 - Arequipa, Peru
Duration: 19 Oct 202121 Oct 2021

Publication series

NameProceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021

Conference

Conference6th Latin American Conference on Learning Technologies, LACLO 2021
Country/TerritoryPeru
CityArequipa
Period19/10/2121/10/21

Keywords

  • Digital competence
  • Engagement
  • Positive mental health
  • Role stress
  • Teacher
  • University

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