Sintomatología emocional, soledad percibida y conflicto trabajo-familia en docentes ecuatorianos: estudio correlacional transversal
Emotional symptoms, perceived loneliness, and work-family conflict in Ecuadorian teachers: A cross-sectional correlational studyBarra lateral del artículo
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Introducción: La salud mental docente es clave para el bienestar ocupacional ante altas demandas psicosociales. Objetivo: Analizar la relación entre sintomatología emocional, soledad percibida y conflicto trabajo-familia en 203 docentes ecuatorianos. Método: Se empleó un enfoque cuantitativo, transversal y correlacional; los instrumentos fueron las escalas DASS-21, UCLA y SWING. Resultados: Los hallazgos evidenciaron una prevalencia de ansiedad severa del 18.7 % y sintomatología depresiva moderada-severa en el 25.7 %. La soledad percibida (r = .617) y la interacción negativa familia-trabajo (r = .639) presentaron correlaciones positivas y estadísticamente significativas con la depresión. En contraste, se identificó una ausencia de asociaciones significativas entre las dimensiones positivas de la interacción trabajo-familia y el malestar emocional. Conclusión: La soledad percibida y el conflicto trabajo-familia se encuentran significativamente asociados con la salud mental del profesorado, resaltando la necesidad de fortalecer estrategias institucionales de prevención, apoyo psicosocial y equilibrio entre la vida laboral y familiar.
Introduction: Teachers' mental health is essential to occupational well-being in the context of high psychosocial demands. Objective: To analyse the relationship between emotional symptomatology, perceived loneliness, and work-family conflict among 203 Ecuadorian teachers. Method: A quantitative, cross-sectional, correlational design was employed, using the DASS-21, UCLA, and SWING scales. Results: The findings revealed a prevalence of severe anxiety of 18.7% and moderate-to-severe depressive symptomatology in 25.7% of participants. Perceived loneliness (r = .617) and negative family-to-work interaction (r = .639) showed positive and statistically significant correlations with depression. In contrast, no significant associations were identified between the positive dimensions of work-family interaction and emotional distress. Conclusion: Perceived loneliness and work-family conflict are significantly associated with teachers' mental health, highlighting the need to strengthen institutional strategies for prevention, psychosocial support, and work-family balance.
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