Promotion of active selfcare of university teachers at UCSE-DASS along 2017
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...
Guardado en:
| Autores principales: | , , , , , |
|---|---|
| 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: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/vesc/article/view/24919 |
| Aporte de: |
| Sumario: | 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. |
|---|