Navigating techno-stress: A qualitative exploration of university faculty's experiences and perspectives in the Peruvian context amidst the return to classes and the post-COVID-19 era DOI Creative Commons
Josefina Amanda Suyo-Vega, Mónica Elisa Meneses-La-Riva, Víctor Hugo Fernández-Bedoya

и другие.

F1000Research, Год журнала: 2023, Номер 12, С. 1381 - 1381

Опубликована: Окт. 20, 2023

Background: Technology serves as a potent tool that enhances the quality of teaching and learning experiences. However, when educators lack proficiency in utilizing technology, it leads to obstacles providing effective education, resulting emotions frustration, diminished self-assurance, uncertainty regarding their abilities. This study aims investigate experiences university faculty members relation impact technology on mental well-being. Methods: For this qualitative study, ten professionals engaged university-level teaching, encompassing research domains, were selected for interviews. Inclusion criteria based experience, tenure, specific courses or subjects taught, active involvement during phase. The guiding question was framed follows: "What are perceptions concerning techno-stress?" Additionally, identified four subcategories: work overload, social emotional interaction, adaption new technologies, expectations quality. Results: Techno-stress is composite physical reactions triggered by improper use technology. Faculty members’ encounters with techno-stress have substantial implications life. subcategories shed light different aspects faculty’s experiences, including burden excessive workload, influence interactions, process adapting evolving connection between teaching. Conclusions: underscores significance higher highlighting its potential positively learning. Nevertheless, struggles indicate pressing need training support. Establishing limits connectivity others emerges crucial step maintaining healthy work-life balance. Ultimately, addressing appropriate guidance essential safeguarding well-being and, consequently, enhancing overall educational experience.

Язык: Английский

EL ESTRÉS LABORAL DEL DOCENTE: REFLEXIONES DESDE LA INTELIGENCIA EMOCIONAL DOI Open Access

Amparo Rodríguez Rincón

DIALÉCTICA, Год журнала: 2024, Номер 1(22)

Опубликована: Июнь 9, 2024

Las líneas de este ensayo tienen como objetivo discutir teóricamente acerca del estrés laboral los docentes y las reflexiones críticas desde la inteligencia emocional, en el campo educativo, especialmente al tener experiencia psicóloga con desempeño salud Bucaramanga, mediante cual se han conocido diversos casos relacionados Colombia. En sentido presenta cuerpo escrito una discusión problémica asunto, complejidad marco interpretación reflexiva, construcción teórica conclusiones reflexivas. Se destaca que específicamente lo teórico hizo énfasis docentes, emocional frente docente, educación desarrollo competencias emocionales docente culmina socioemocionales emocional. Estos aspectos teóricos abordados asumen elementos pueden ser revisados ampliados, a fines brindar orientaciones, promover haga conocimiento adecuado puesta práctica herramientas permitan, autoconocerse, autogestionar emociones, relacionarse manera asertiva, educarse educar otros personal.

Процитировано

0
Navigating techno-stress: A qualitative exploration of university faculty's experiences and perspectives in the Peruvian context amidst the return to classes and the post-COVID-19 era DOI Creative Commons
Josefina Amanda Suyo-Vega, Mónica Elisa Meneses-La-Riva, Víctor Hugo Fernández-Bedoya

и другие.

F1000Research, Год журнала: 2024, Номер 12, С. 1381 - 1381

Опубликована: Окт. 1, 2024

Background: Technology serves as a potent tool that enhances the quality of teaching and learning experiences. However, when educators lack proficiency in utilizing technology, it leads to obstacles providing effective education, resulting emotions frustration, diminished self-assurance, uncertainty regarding their abilities. This study aims investigate experiences university faculty members relation impact technology on mental well-being. Methods: For this qualitative study, ten professionals engaged university-level teaching, encompassing research domains, were selected for interviews. Inclusion criteria based experience, tenure, specific courses or subjects taught, active involvement during phase. The guiding question was framed follows: "What are perceptions concerning techno-stress?" Additionally, identified four subcategories: work overload, social emotional interaction, adaption new technologies, expectations quality. Results: Techno-stress is composite physical reactions triggered by improper use technology. Faculty members’ encounters with techno-stress have substantial implications life. subcategories shed light different aspects faculty’s experiences, including burden excessive workload, influence interactions, process adapting evolving connection between teaching. Conclusions: underscores significance higher highlighting its potential positively learning. Nevertheless, struggles indicate pressing need training support. Establishing limits connectivity others emerges crucial step maintaining healthy work-life balance. Ultimately, addressing appropriate guidance essential safeguarding well-being and, consequently, enhancing overall educational experience.

Язык: Английский

Процитировано

0
Adapting to a New Normal: Peruvian University Faculty’s Experiences with Techno-Stress Post-COVID-19 DOI Creative Commons
Josefina Amanda Suyo-Vega, Mónica Elisa Meneses-La-Riva, Víctor Hugo Fernández-Bedoya

и другие.

F1000Research, Год журнала: 2024, Номер 12, С. 1381 - 1381

Опубликована: Ноя. 11, 2024

Background Technology enhances teaching and learning quality, yet when educators lack tech proficiency, it hinders effective education leads to frustration, lower confidence, self-doubt. This study aims investigate the experiences of university faculty members in relation impact technology on their mental well-being. Methods Using a qualitative approach (grounded theory), ten were selected for in-depth interviews based criteria such as experience, tenure, specific courses or subjects taught, active engagement during research period. The guiding question, “What are perceptions concerning techno-stress?” directed study’s focus. instrument (interview guide) that measured techno-stress consisted 12 items was administered virtually. Data analyzed thematically uncover common stressors, adaptive strategies, institutional challenges faced by adapting technology’s demands work overload. Additionally, identified four subcategories: overload, social emotional interaction, adaption new technologies, expectations quality. Results Techno-stress is composite physical reactions triggered improper use technology. Faculty members’ encounters with have substantial implications quality life. Conclusions highlights positive higher but notes struggles techno-stress, emphasizing need training, support, boundaries maintain work-life balance enhance educational quality.

Язык: Английский

Процитировано

0
Navigating techno-stress: A qualitative exploration of university faculty's experiences and perspectives in the Peruvian context amidst the return to classes and the post-COVID-19 era DOI Creative Commons
Josefina Amanda Suyo-Vega, Mónica Elisa Meneses-La-Riva, Víctor Hugo Fernández-Bedoya

и другие.

F1000Research, Год журнала: 2023, Номер 12, С. 1381 - 1381

Опубликована: Окт. 20, 2023

Background: Technology serves as a potent tool that enhances the quality of teaching and learning experiences. However, when educators lack proficiency in utilizing technology, it leads to obstacles providing effective education, resulting emotions frustration, diminished self-assurance, uncertainty regarding their abilities. This study aims investigate experiences university faculty members relation impact technology on mental well-being. Methods: For this qualitative study, ten professionals engaged university-level teaching, encompassing research domains, were selected for interviews. Inclusion criteria based experience, tenure, specific courses or subjects taught, active involvement during phase. The guiding question was framed follows: "What are perceptions concerning techno-stress?" Additionally, identified four subcategories: work overload, social emotional interaction, adaption new technologies, expectations quality. Results: Techno-stress is composite physical reactions triggered by improper use technology. Faculty members’ encounters with techno-stress have substantial implications life. subcategories shed light different aspects faculty’s experiences, including burden excessive workload, influence interactions, process adapting evolving connection between teaching. Conclusions: underscores significance higher highlighting its potential positively learning. Nevertheless, struggles indicate pressing need training support. Establishing limits connectivity others emerges crucial step maintaining healthy work-life balance. Ultimately, addressing appropriate guidance essential safeguarding well-being and, consequently, enhancing overall educational experience.

Язык: Английский

Процитировано

0