Estrategias de Afrontamiento Cognitivo, Auto-eficacia y variables laborales. Orientaciones para prevenir el Estrés Docente [Cognitive coping skills, self-efficacy and work variables. Guidelines for preventing stress of teachers]

Resumen Los profesores se enfrentan a menudo a muy diversas situaciones de estres en su trabajo que pueden llegar a poner en juego su bienestar psicologico. Las denominadas estrategias de afrontamiento son respuestas ante una situacion estresante puestas en marcha para tratar de manejarla o neutralizarla.  Se analiza la relacion de las estrategias de afrontamiento cognitivo con auto-eficacia y con variables laborales en una muestra de 413 profesores. La evaluacion se realizo mediante un cuestionario donde se presentaron tres situaciones estresantes diferentes, junto a items del Brief COPE, del CERQ, y otros items disenados para evaluar el afrontamiento cognitivo. La auto-eficacia se evaluo preguntando a los profesores en que medida se percibian capaces de afrontar cada situacion de estres con exito. Como variables laborales se evaluaron: titularidad del centro, nivel de ensenanza y utilidad de la formacion recibida para afrontar ese tipo de situaciones. Los resultados indican que los profesores de centros publicos utilizan mas las estrategias de Pasividad pesimista y Autorreferencia Obsesiva que los de centros privados. Los de Infantil y Primaria emplean mas la Planificacion Racional ante los problemas de conducta de los alumnos y menos la Pasividad Pesimista ante la sobrecarga de trabajo que los de Secundaria. Tambien aparecen diferencias significativas en Pasividad Pesimista y Planificacion racional en funcion del nivel de percepcion de eficacia. Finalmente, quienes encuentran mas util la formacion recibida usan menos estrategias como Pasividad Pesimista y Autorrefencia Obsesiva. Estos resultados sugieren la importancia de adecuar las intervenciones para prevenir el estres al nivel educativo y tipo de centro en que trabajen los docentes, asi como la necesidad de disenar iniciativas formativas de calidad que resulten utiles para su practica cotidiana y les hagan percibirse significativamente mas eficaces. Abstract Teachers often face a variety of stressful situations at their work that may come to threaten their psychological well being. The so-called coping strategies are responses to a stressful situation implemented to try to manage or neutralize it. We analyze the relationship between cognitive coping strategies, self-efficacy, and job variables in a sample composed by 413 teachers. The evaluation was conducted through a questionnaire with 3 different stressful situations, as well as items of the Brief COPE, the CERQ, and other items designed to assess cognitive coping. Self-efficacy was evaluated asking the teachers to what extent they feel able to cope with each situation of stress successfully. The job variables evaluated were: type of school, educational level, and usefulness of received training to face this kind of situations. The results show that teachers of public schools use more the strategies of Pessimistic Passivity and Obsessive Self-Reference than those teachers of private schools. Teachers of Infant and Primary Education use more the Rational Planning when they face problems of students’ behavior, and also use less Pessimistic Passivity when they are work overloaded, than teachers of Secondary Education. We also found significant differences in Pessimistic Passivity and Rational Planning according to the level of efficacy perceived. Finally, those who consider more useful their training use fewer strategies like Pessimistic Passivity and Obsessive Self-Reference. The results suggest the importance of adequate the interventions to prevent teachers stress to their educative level of teaching and to the kind of school in which their work. Also the results point out that it is necessary to design trainings of quality for teachers that became useful for their daily work and make them feel with much more efficacy.