Insomnio y estrés percibido en docentes de la Unidad Educativa Babahoyo de la ciudad de Babahoyo
The main objective of this study, entitled Insomnia and perceived stress in teachers of the Babahoyo Educational Unit, is to describe how teachers perceive the relationship between these two problems. Insomnia, characterized by difficulty in falling or staying asleep, and perceived stress, defined a...
Tallennettuna:
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| Muut tekijät: | |
| Aineistotyyppi: | bachelorThesis |
| Julkaistu: |
2025
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| Aiheet: | |
| Linkit: | http://dspace.utb.edu.ec/handle/49000/18512 |
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Lisää tagi | Yhteenveto: | The main objective of this study, entitled Insomnia and perceived stress in teachers of the Babahoyo Educational Unit, is to describe how teachers perceive the relationship between these two problems. Insomnia, characterized by difficulty in falling or staying asleep, and perceived stress, defined as the emotional and physiological response to demanding factors, significantly affect the quality of life and work performance of educators. The research adopts a non-experimental, descriptive and qualitative design, which allows the collection of detailed information without manipulating the variables. The sample consisted of 40 teachers selected by means of probability sampling by convenience. The Athens Insomnia Scale and the Perceived Stress Scale, complemented with semi-structured interviews, were used to evaluate the dimensions of sleep and stress in their usual context. The results revealed that workload, academic responsibilities, student disinterest and lack of parental support are determining factors in the development of insomnia and stress, reflecting that more than 77.50% of teachers experience insomnia at moderate or severe levels, while 40% of the sample reported very high levels of stress which is negatively influencing their emotional and physical well-being. In addition, specific perceptions of how these conditions affect their work and personal interactions were identified. The study highlights the need to implement effective coping strategies and intervention programs aimed at reducing insomnia and perceived stress in the teaching environment, thus improving their quality of life and professional performance. This work contributes to the scientific knowledge on mental health in educators, serving as a basis for future research in similar contexts. |
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