The Role of Institutional Context in Perceived Mental Workload in Educational Institutions: Implications for Teacher Quality of Work Life Management.
The aim of this study is to analyze the perceived mental workload in two educational institutions with similar socioeconomic and geographic characteristics. A non-experimental quantitative cross-sectional methodology was chosen, using the NASA TLX to measure mental workload, subjecting the data to a...
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| フォーマット: | article |
| 言語: | spa |
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2024
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| オンライン･アクセス: | https://revista.sangregorio.edu.ec/index.php/REVISTASANGREGORIO/article/view/2637 |
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タグ追加 | 要約: | The aim of this study is to analyze the perceived mental workload in two educational institutions with similar socioeconomic and geographic characteristics. A non-experimental quantitative cross-sectional methodology was chosen, using the NASA TLX to measure mental workload, subjecting the data to a non-parametric analysis of variance Kruskal-Wallis ANOVA and the DSCF test for post hoc comparisons. The results revealed that differences in perceived workload are more related to institutional context than to individual factors such as age, gender, or the location of the courses taught by the instructors. This suggests that the internal characteristics of educational institutions and the coping skills used by instructors are crucial for understanding and properly managing perceived mental workload. These findings underscore the importance of tailoring mental workload management strategies to the specific characteristics of each educational institution to enhance the professional quality of life and, ultimately, the quality of education they provide. |
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