Carga de trabajo docente y bienestar multidimensional en estudiantes en prácticas de educación infantil en formación inicial
DOI:
https://doi.org/10.47197/retos.v78.118489Palabras clave:
Bienestar físico , estudiantes en prácticas de educación infantil en formación inicial , bienestar profesional, bienestar psicológico, carga de trabajo docenteResumen
Introducción: La carga de trabajo docente ha sido ampliamente reconocida como una demanda ocupacional crítica que influye en el bienestar de los docentes, particularmente en el contexto de la educación infantil.
Objetivo: Este estudio examina cómo la carga de trabajo docente durante el período de prácticas se asocia con el bienestar físico, psicológico y profesional de los estudiantes en prácticas de educación infantil en formación inicial.
Metodología: Utilizando datos de encuesta de 493 estudiantes en prácticas matriculados en tres institutos de formación profesional superior ubicados en una región central de China, el estudio emplea el modelo de ecuaciones estructurales mediante mínimos cuadrados parciales (PLS-SEM) para analizar las relaciones directas, indirectas y secuenciales entre la carga de trabajo y los resultados de bienestar multidimensional.
Resultados: Los resultados indican que la carga de trabajo docente se asocia de manera significativa y negativa con el bienestar físico, psicológico y profesional. Además, tanto el bienestar físico como el bienestar psicológico median parcialmente la relación entre la carga de trabajo y el bienestar profesional. Asimismo, un efecto de mediación en serie significativo revela que la carga de trabajo deteriora el bienestar profesional a través de un proceso secuencial en el que la reducción del bienestar físico conduce a un deterioro del bienestar psicológico.
Discusión: Estos hallazgos ponen de relieve la naturaleza interconectada del bienestar multidimensional durante la etapa de prácticas y subrayan la vulnerabilidad de los estudiantes en prácticas de educación infantil en formación inicial bajo condiciones de elevada carga de trabajo.
Conclusiones: El estudio contribuye a la literatura al ampliar la investigación basada en el modelo JD–R a poblaciones en formación inicial y ofrece implicaciones prácticas para mejorar el diseño de las prácticas, el apoyo institucional y las políticas de formación docente orientadas a promover una fuerza laboral sostenible en educación infantil.
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