Teaching stressors during the pandemic COVID-19 in Peruvian teachers: adaptation of a scale
DOI:
https://doi.org/10.12795/revistafuentes.2022.19870Keywords:
Educational psychology, mental stress, occupational disease, secondary school teacher, elementary school teacher, pandemic, PerúAbstract
The COVID-19 pandemic has impacted traditional education, generating stressors in basic education teachers. Therefore, the objective of this study was to adapt and validate the scale of teaching stressors during the COVID-19 pandemic for Peruvian teachers. It corresponds to a cross-sectional instrumental design study, in which 364 teachers from the Regional Directorate of Education Puno (DRE), Peru, of both sexes (women=224; 62%), between 28 and 60 years of age (M = 44, SD = 9.66) participated voluntarily. The instrument that was adapted was the scale of teaching stressors during the pandemic created for Argentine teachers, which was subjected to a process of cultural adaptation, expert judgment and pilot testing. To explore the internal structure, confirmatory factor analysis was applied. As results, all items received a favorable evaluation by the judges (Aiken's V >. 70); the CFA evidenced that the original model reports adequate fit indices (χ2 = 613.911; df = 199, p = .000; CFI = .964; TLI = .958; RMSEA = .076 and SRMR < .05), and reliability was acceptable for all factors (ω > .75). In conclusion, the ED-Cov19 reports evidence of content-based validity, internal structure and reliability; therefore, it can be applied in research to assess teaching stressors in Peruvian basic education teachers.
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