Acceso usuarios
[1]
;
Delgado Togra, Danny
[2]
Durante el conflicto interno en Ecuador en 2024, se investigaron los riesgos psicosociales en trabajadores educativos utilizando el cuestionario DECORE, el cual demostró alta consistencia interna y adecuada fiabilidad para el contexto local. El análisis factorial exploratorio confirmó una estructura alineada con los principios teóricos de Karasek y Theorell, fortaleciendo la solidez conceptual del estudio. Los principales hallazgos señalaron una elevada variabilidad en las demandas cognitivas y una baja autonomía percibida en el control laboral. Asimismo, se identificó un deficiente apoyo organizacional y percepciones de recompensas inadecuadas, factores que incrementan el riesgo psicosocial. El análisis reveló diferencias significativas por género, afectando más intensamente al personal femenino en las dimensiones de control y demandas cognitivas. Estos resultados destacan la necesidad urgente de implementar estrategias organizativas orientadas a fortalecer el apoyo institucional y la justicia retributiva, como mecanismos esenciales para mitigar los riesgos psicosociales en entornos educativos durante situaciones de alta conflictividad.
During the internal conflict in Ecuador in 2024, an extensive study investigated the psychosocial risks affecting professionals in the education sector. The DECORE questionnaire was used, demonstrating high internal consistency and adequate reliability for its application in the local context. An exploratory factor analysis confirmed a factorial structure aligned with the theoretical framework of Karasek and Theorell, reinforcing the conceptual validity of the study. The main findings revealed considerable variability in cognitive demands and low perceived autonomy in job control. Additionally, inadequate organisational support and perceptions of inequitable rewards were identified as key contributors to heightened psychosocial risk. Significant gender-based differences were observed, with female staff reporting greater vulnerability in the dimensions of control and cognitive demands. These outcomes highlight the urgent need to implement organisational strategies aimed at strengthening institutional support and promoting retributive justice. Such interventions are essential for mitigating psychosocial risks and promoting occupational well-being in educational environments during periods of severe societal disruption.
