PSYCHOSOCIAL RISKS AND QUALITY OF LIFE IN SPECIAL EDUCATION TEACHERS: EVIDENCE FROM PERU AND IMPLICATIONS FOR LATIN AMERICA

Escobar Galindo C.M.; Rodriguez Rojas R.R.; Loli Portal F.M. · Revista de la Asociacion Espanola de Especialistas en Medicina del Trabajo (2025)

Resumen

Objective: The study examined the relationship between psychosocial risk factors and quality of life among 117 special education teachers in Metropolitan Lima. Material and Methods: This descriptive, nonexperimental, correlational study used validated self-administered questionnaires. Results: The highest prevalence of high-risk exposure was found in social support (41%), double presence (34%), and psychological demands (32%). Psychological demands were significantly associated with poor psychological health (OR=3.71). Insufficient compensation correlated with lower psychological (OR=2.61), social (OR=4.84), and environmental satisfaction (OR=2.19). Interestingly, moderate to high social support risk was inversely associated with the quality of social relationships (OR=0.25), suggesting the role of external moderating factors. Conclusions: The findings highlight that psychosocial risks significantly impact teachers’ quality of life. Institutional strategies to reduce workload and improve compensation are recommended.

Instituciones: Universidad Nacional Mayor de San Marcos