Promotion of active selfcare of university teachers at UCSE-DASS along 2017

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The current research aims to identify how promoting active selfcare affects the work stress in university teachers at UCSE-DASS along 2017. To carry out this project, a protocol in mindfulness training was applied. This was planned in 4 weekly 90 minutes long group meetings, plus evaluation instance...

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Autores principales: Aimaretti, María Paula, Calizaya, Marcos Raúl, Fernández, Fátima, Rementeria, Pamela, Cazón, José, Velázquez, Gabriela
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2019
Materias:
active selfcare
work stress
university teacher
mindfulness
autocuidado
estrés laboral
docentes universitarios
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/24919
Aporte de:
Revistas de la UNC de Universidad Nacional de Córdoba
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record_format ojs
spelling I10-R10-article-249192021-09-21T18:32:15Z Promotion of active selfcare of university teachers at UCSE-DASS along 2017 Promoción del autocuidado en docentes universitarios de la Universidad Católica de Santiago del Estero – Departamento Académico de San Salvador, año 2017 Aimaretti, María Paula Calizaya, Marcos Raúl Fernández, Fátima Rementeria, Pamela Cazón, José Velázquez, Gabriela active selfcare work stress university teacher mindfulness autocuidado estrés laboral docentes universitarios mindfulness The current research aims to identify how promoting active selfcare affects the work stress in university teachers at UCSE-DASS along 2017. To carry out this project, a protocol in mindfulness training was applied. This was planned in 4 weekly 90 minutes long group meetings, plus evaluation instances on total Attention and Stress in Teachers, either before or after the training. The methodology was quantitative of cross-section comparative design. We worked with a sample of 6 teachers. To evaluate the effects of the program, a Mindfulness Attention Awareness Scale (MAAS) questionnaire was provided in the Spanish version. Also, the inventory of Burnout (MBI of Maslach) together with self-registration forms for the mindfulness practices were applied. Our findings show that the program of self- care promotion via mindfulness would not have a statically significant effect on the levels of work stress among teachers at UCSE- DAAS in 2017. This would demonstrate that teachers tend to generate themselves a self- care behavior and perceive teaching as a self- care strategy, being mindfulness a self –care enhancing tool. La investigación se propone identificar cómo influye la promoción del autocuidado activo sobre el estrés laboral en docentes universitarios de la Universidad Católica de Santiago del Estero – Departamento Académico de San Salvador (UCSE-DASS) en el 2017. Para eso, se aplicó un protocolo de entrenamiento en mindfulness llevado a cabo durante 4 encuentros semanales de 90 minutos, con instancias de evaluación antes y después de los encuentros. La metodología fue cuantitativa, comparativa y transversal. La muestra se constituyó con seis docentes. Para evaluar los efectos del programa, se administró el cuestionario Mindfulness Attention Awareness Scale (MAAS), el Inventario de Burnout de Maslach y planillas de autoregistro para las prácticas de mindfulness. Se demostró que el programa de promoción en autocuidado no tendría un efecto estadísticamente significativo sobre los niveles de estrés laboral entre los docentes, lo cual demostraría que tienden a generar por sí mismos conductas de autocuidado y perciben a la docencia como una estrategia de autocuidado, siendo el mindfulness una herramienta potenciadora. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2019-07-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/24919 Virtuality, Education and Science; Vol. 10 No. 19; 88-102 Virtualidad, Educación y Ciencia; Vol. 10 Núm. 19; 88-102 1853-6530 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/24919/24211 Derechos de autor 2019 María Paula Aimaretti, Marcos Raúl Calizaya, Fátima Fernández, Pamela Rementeria, José Cazón, Gabriela Velázquez
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic active selfcare
work stress
university teacher
mindfulness
autocuidado
estrés laboral
docentes universitarios
mindfulness
spellingShingle active selfcare
work stress
university teacher
mindfulness
autocuidado
estrés laboral
docentes universitarios
mindfulness
Aimaretti, María Paula
Calizaya, Marcos Raúl
Fernández, Fátima
Rementeria, Pamela
Cazón, José
Velázquez, Gabriela
Promotion of active selfcare of university teachers at UCSE-DASS along 2017
topic_facet active selfcare
work stress
university teacher
mindfulness
autocuidado
estrés laboral
docentes universitarios
mindfulness
author Aimaretti, María Paula
Calizaya, Marcos Raúl
Fernández, Fátima
Rementeria, Pamela
Cazón, José
Velázquez, Gabriela
author_facet Aimaretti, María Paula
Calizaya, Marcos Raúl
Fernández, Fátima
Rementeria, Pamela
Cazón, José
Velázquez, Gabriela
author_sort Aimaretti, María Paula
title Promotion of active selfcare of university teachers at UCSE-DASS along 2017
title_short Promotion of active selfcare of university teachers at UCSE-DASS along 2017
title_full Promotion of active selfcare of university teachers at UCSE-DASS along 2017
title_fullStr Promotion of active selfcare of university teachers at UCSE-DASS along 2017
title_full_unstemmed Promotion of active selfcare of university teachers at UCSE-DASS along 2017
title_sort promotion of active selfcare of university teachers at ucse-dass along 2017
description The current research aims to identify how promoting active selfcare affects the work stress in university teachers at UCSE-DASS along 2017. To carry out this project, a protocol in mindfulness training was applied. This was planned in 4 weekly 90 minutes long group meetings, plus evaluation instances on total Attention and Stress in Teachers, either before or after the training. The methodology was quantitative of cross-section comparative design. We worked with a sample of 6 teachers. To evaluate the effects of the program, a Mindfulness Attention Awareness Scale (MAAS) questionnaire was provided in the Spanish version. Also, the inventory of Burnout (MBI of Maslach) together with self-registration forms for the mindfulness practices were applied. Our findings show that the program of self- care promotion via mindfulness would not have a statically significant effect on the levels of work stress among teachers at UCSE- DAAS in 2017. This would demonstrate that teachers tend to generate themselves a self- care behavior and perceive teaching as a self- care strategy, being mindfulness a self –care enhancing tool.
publisher Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
publishDate 2019
url https://revistas.unc.edu.ar/index.php/vesc/article/view/24919
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first_indexed 2022-08-20T00:45:01Z
last_indexed 2022-08-20T00:45:01Z
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