Academic stress in university teachers during the year 2021

Abstract

Introduction: During the health contingency triggered by COVID-19, work stress situations increased in higher level teachers. The teaching function or work related to teaching and learning processes, containing methods, didactics, explanations, processes relationship, evaluations, considering the study plans and the different learning styles without forgetting the own learning results. Methodology: A cross-sectional descriptive study was carried out in teachers of the 3rd year of the Medicine career of the Faculty of Medicine of the National University of the Northeast in the months March-October of the year 2021. The questionnaire applied was anonymous and voluntary, based on the SISCO inventory, where filter questions were included in order to select the teachers who presented stress and concern, and results were their levels. The questionnaire was sent via the social network WhatsApp. The data were analyzed with the EpiInfo V7 and Excel V12 software. Results: A total of 20 questionnaires were distributed to teachers. Homework and academic work overload was almost always a 25% stressor. Regarding the dimension symptoms and physical reactions to stress, 50% sometimes have chronic fatigue, 25% sometimes have digestion problems, drowsiness or a greater need to sleep. Conclusion: Although the stress percentages were high, coping techniques were also important, which is why it is recommended to establish training devices that allow teachers to incorporate strategies aimed at conflict resolution and pending to manage stress.