%0 Journal Article
%T Estr¨¦s laboral en profesores de ense anza secundaria: examinando el papel de las conductas y/o actitudes problem¨¢ticas de los alumnos y la dificultad percibida en el manejo de conflictos. Occupational stress in secondary school teachers: examining the role of students¡¯ disruptive behaviour and/or attitudes and the perceived difficulty in conflict management
%A Mar¨ªa J. Santiago
%A Jos¨¦ M. Otero-L¨®pez
%A Cristina Castro
%A Est¨ªbaliz Villardefrancos
%J European Journal of Education and Psychology
%D 2008
%I CENFINT
%X En este trabajo se examina, en funci¨®n de distintas variables sociodemogr¨¢ficas y ocupacionales (sexo, edad, experiencia profesional, ciclo de docencia), no s¨®lo el papel de las conductas y/o actitudes problem¨¢ticas de los alumnos, sino tambi¨¦n las dificultades percibidas por los profesores en el manejo de conflictos. Los resultados obtenidos, a partir de una muestra de 1.386 docentes de ESO, permiten concluir que ambos tipos de estresores diferencian v¨¢lidamente en funci¨®n de las variables sociodemogr¨¢ficas y ocupacionales. Concretamente, el estr¨¦s asociado a los problemas de comportamiento de los alumnos y a las dificultades del docente en el manejo de conflictos, incide en mayor medida en las profesoras, en los docentes de segundo ciclo y en aquellas etapas intermedias de la profesi¨®n. En definitiva, si estos hallazgos se ratifican en futuras investigaciones, se tratar¨ªa de dise ar programas preventivos y/o de intervenci¨®n que sean sensibles a estos factores de riesgo. Palabras clave: Estr¨¦s, profesores, conductas problema alumnos, manejo conflictos. This study examines not only the role of students¡¯ disruptive behaviour and/or attitudes but also the difficulties perceived by teachers in managing conflicts as a function of the different sociodemographic and occupational variables (gender, age, professional experience, teaching cycle). The results obtained from a sample consisting in 1386 ESO teachers allow us to conclude that both types of stressors validly discriminate as a function of sociodemographic and occupational variables. Specifically, the stress associated to students¡¯ disruptive behaviour and to the difficulties faced by teachers in managing conflict has a greater incidence on female teachers, on second cycle teachers and on intermediate stages in the profession. If these findings are corroborated by further research, it would be important to design prevention and/or intervention programmes that are sensitive to these risk factors. Key words: Stress, teachers, students¡¯ disruptive behaviour, conflict management.
%K Estr¨¦s
%K profesores
%K conductas problema alumnos
%K manejo conflictos.
%U http://www.ejep.es/index.php/journal/article/view/4