Determination of influential psychosocial factors in Higher Education teachers during the post-pandemic stage

Abstract

Psychosocial risk factors are present in the workplace, are reinforced in intellectual activities, due to the high component of the mental load associated with said activity. The objective of this research was to analyze the psychosocial risk factors in teachers of an engineering career in the post-pandemic stage of the Technical University of Manabí, Ecuador. A quantitative investigation was carried out, with the application of the questionnaire established by the Ministry of Labor of Ecuador, and the corresponding analysis of means, medians and frequencies. It was obtained as a result that the levels of risk perception are generally adequate, however, in the workload and rhythm dimension, an average risk was found in 35.3% of the cases; likewise in the dimensions of skills development (17.6%) and recovery (29.4%). It is concluded that the determination of psychosocial risk factors in teaching activity constitutes a tool to be considered as a contribution to the continuous improvement of educational performance and quality.