Thoughts and Concerns of Spanish Teachers on Returning to School After the COVID-19 Pandemic

  1. Sanmiguel-Rodríguez, Alberto 1
  2. Leirós-Rodríguez, Raquel 2
  3. Arufe-Giráldez, Víctor 3
  4. García-Fernández, Andrea 4
  5. García-Soidán, José Luís 4
  6. Navarro-Patón, Rubén 5
  1. 1 Universidad Camilo José Cela
    info

    Universidad Camilo José Cela

    Villanueva de la Cañada, España

    ROR https://ror.org/03f6h9044

  2. 2 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

  3. 3 Universidade de A Coruña
  4. 4 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  5. 5 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Mostra les afiliacions +
Revista:
Revista Electrónica Educare

ISSN: 1409-4258

Any de publicació: 2023

Volum: 27

Número: 3

Tipus: Article

DOI: 10.15359/REE.27-3.17288 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Revista Electrónica Educare

Resum

Introducción. Gobierno, instituciones sanitarias y educativas tuvieron que afrontar, al inicio del curso 2020-2021, la implantación de protocolos y planes de actuación para la prevención del COVID-19. Objetivo. El objetivo del estudio fue analizar el pensamiento y preocupaciones del personal docente español ante el curso académico 2020-2021. Metodología. Participación de 965 docentes (74,3% Mujeres; Medad = 43,5 ± 9,9). Se empleó un cuestionario ad hoc con un total de 38 ítems, centrados en ítems vinculados a los recursos ofrecidos por la administración para la vuelta a las aulas, a la preocupación del profesorado por este nuevo inicio de curso y a su pensamiento sobre qué sería lo ideal. Resultados. Según la edad y el género se hallaron diferencias en la gestión (P1) (p = 0,02) y apoyo (P2) (p = 0,04) de la administración educativa, en la seguridad percibida (P3) (p = 0,01), en reducción de la jornada laboral (P5) (p = 0,002) y en la disponibilidad de recursos materiales (P6) (p = 0,004) y humanos (P8) (p = 0,04) suficientes. Las personas de mayor experiencia docente mostraron diferencias en el ítem P2 (p = 0,03), P3 (p = 0,03) y P8 (p = 0,03). Conclusiones. Las profesoras con menor experiencia docente muestran mayor preocupación. Los profesores con mayor experiencia indicaron mayor necesidad de recursos humanos y de formación para la docencia.

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Fuente de los datos: Dialnet