PREDICTORS OF LIFE SATISFACTION IN BASIC REGULAR TEACHERS DURING THE POST-PANDEMIC PERIOD: A CROSS-SECTIONAL STUDY

Estrada-Araoz E.G.; Bautista-Quispe J.A.; Quispe-Mamani Y.A.; Roque-Huanca E.O.; Arce-Coaquira E.L.; León-Hancco L.B.; Incacutipa-Limachi D.J.; Achata-Cortez C.A. · Journal of Law and Sustainable Development (2023) · DOI: 10.55908/sdgs.v11i5.947

Resumen

Objective: The virtualization of classes prompted by the COVID-19 pandemic has affected students, as many of them did not have the same opportunities to continue learning during this scenario. In this sense, the role of teachers in the post-pandemic period has become significantly more complex because the students' levels of learning achievement are not as expected, a situation that could be affecting their life satisfaction. Therefore, the objective of the present research was to analyze whether workload and psychological distress predict life satisfaction among teachers from five basic education institutions during the post-pandemic period. Method: The approach was quantitative, the design was non-experimental, and the type was predictive cross-sectional. The sample consisted of 245 teachers who responded to the Workload Scale, the Psychological Distress Scale, and the Life Satisfaction Scale, instruments with appropriate psychometric properties. Results: The results indicate that workload, psychological distress, and life satisfaction were significantly related (p<0.05). Likewise, the multiple regression analysis demonstrated a good fit for the model (F= 75.593; p<0.05), in which workload (β= 0.534; p<0.05) and psychological distress (β= 0.213; p<0.05) accounted for 46.9% of the total variance in the life satisfaction variable. Conclusions: It was concluded that workload and psychological distress predict teachers' life satisfaction.

Instituciones: Universidad Nacional del Altiplano; Universidad Nacional Amazónica de Madre de Dios