Estrés laboral y su incidencia en el desempeño de los docentes de las instituciones educativas fiscales del cantón Jaramijó.

Abstract

This research focuses on analyzing how work-related stress affects teacher performance in public educational institutions in the Jaramijó canton. This topic is highly relevant due to its direct impact on educational quality. Using a quantitative, descriptive-correlational, non-experimental, and cross-sectional design, data were collected through surveys administered to 62 teachers from three public institutions. The study evaluated the independent variable (work-related stress) and the dependent variable (teacher performance). Statistical results confirm a strong positive correlation between work-related stress and teacher performance, as indicated by a Pearson correlation coefficient of r = 0.776, which means that higher stress significantly reduces performance. This finding is supported by a p-value of 0.030, which is below the significance threshold of 0.05, ruling out the possibility that the observed relationship is due to chance. The analysis reveals that the relationship between these variables is multifaceted, influenced by factors such as job control, environmental demands, and social support. Therefore, implementing strategies that promote workplace autonomy, balance workloads, and strengthen support networks can reduce stress levels and improve teacher performance. These actions not only benefit teachers but also enhance student learning and contribute to strengthening the education system. This study reaffirms the importance of addressing workplace well-being as an essential pillar for achieving quality education in similar contexts.