Work stress, COVID-19 and other factors that determine teacher well-being.

Abstract

Very often the directors of educational institutions focus on the development of syllables, educa-tional materials, updating curricula, administrative procedures, remodeling of physical and tech-nological infrastructure, student well-being, among others, however, they leave welfare aside. of teachers, with teachers being the human capital which is the most important resource. Teachers are exposed to a job of job instability by the annual contract, to an appointment with low remu-neration, daily coexistence in the classroom with more than 35 students and inclusive students. The difference in ages between students and teachers. The difference in needs between teachers and students with cultural diversity. Job demotivation, resistance to change and skepticism on the part of the older adult teacher based on their experience. As well as the sudden obligatory use of information and communication technologies for teaching due to the pandemic generated by COVID-19, the need to answer the research question arose: Does stress influence the well-being of teachers?. To answer this question, a theoretical analysis related to the factors that influ-ence teacher well-being was used as a starting point. As well as a non-exhaustive documentary investigation of scientific articles related to teacher well-being. Coming to have the following conclusions Work stress is a consequence of the strong magnitude of work, emotional fatigue, educational reforms. Teacher discomfort is on the rise. However, the criticism is that there are teachers who do not present a reflection of the circumstances in which they find themselves and continue to work and do not seek external or internal help to find a solution. Burnout syndrome is also a factor that occurs in a large part of teachers directly affecting