Carrera Licenciatura en Gestión del Talento Humano

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    Factores de riesgos psicosociales en la Unidad Educativa “Provincia de Cotopaxi”.
    (Ecuador: Latacunga: Universidad Técnica de Cotopaxi (UTC), 2024-08) Calero Vega, Leslie Anahí; Laverde Paredes, Christopher Leonel; Herrera Albarracín, Roberto Carlos
    The present investigation entitled Psychosocial Risk Factors of teachers of Educational Unit “Provincia de Cotopaxi”, had the objective of estimating the magnitude of the psychosocial risk factors that the teachers present at the time of carrying out their work activities inside and outside the institution. The inquiry was conducted through a field research, sensitizing with the environment where the study was carried out, a quantitative approach was used, helping to understand the overall picture of psychosocial risks suffered by teachers, where these risks were analyzed with a non-experimental research, the same that occurred in the Educational Unit “Provincia de Cotopaxi”, consisting of 84 teachers, collecting information from 60 teachers who were evaluated using the instrument FPSICO 4.1. developed by the Ministry of Labor and Social Economy & National Institute of Safety and Health at Work (2022) in Spain, which has 89 items that identifies and evaluates 9 dimensions, the results revealed that the main dimensions of high risk are: “Psychological Demands” with a percentage of 61.7% and “Participation / supervision” with 73.3%, on the other hand, with a lower risk were found affectations in the dimensions of “Workload” with 38.4%, “Role Performance” with 40% and finally “Relationships and Social Support” 36. Therefore, it is necessary to reduce the psychosocial risks detected through the use of workshops, training and immediate actions to intervene in the previously detected high-risk dimensions. In this sense, it is concluded that it is of utmost importance to conduct studies on psychosocial risk factors within educational institutions, as this helps in the prevention of physical and psychological illnesses in the teaching staff, which can have serious repercussions on the health, well-being and work environment of the institution, as these risks have a negative impact on teachers, Therefore, it is necessary to implement mitigation strategies for psychosocial risks, because for future research it is recommended to make an instrument that is suitable for teaching, since in this way it is possible to intervene immediately with a more exhaustive analysis that allows identifying the affectations that teachers have in terms of psychosocial risks.