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Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
(Informa UK Limited, 2025-04-08)
VARELA TORRES, JORGE JAVIER
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Pilar Álamos
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Paulina Guzmán
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Roxana Marsollier
;
Cristian Exposito
3
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Docentes en Chile durante la Pandemia COVID: Un estudio cuantitativo sobre sus emociones, bienestar y desgaste profesional
(2023)
GUZMÁN, PAULINA
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VARELA TORRES, JORGE JAVIER
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Xavier Oriol
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Arnaldo Canales
;
Arturo Quintana
Scopus© Citations 2 2
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Community and school violence as significant risk factors for school climate and bonding of teachers in Chile: A national hierarchical multilevel analysis
(2020)
VARELA TORRES, JORGE JAVIER
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MELIPILLAN ARANEDA, EDMUNDO ROBERTO
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Pablo Letelier
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GONZALEZ, CONSTANZA
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María Camila Massis
Scopus© Citations 8 2
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Comparación de parámetros de la carga vocal mediante dosimetría en profesoras.
(2022)
Patricio Alonso Orellana Marambio
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Alicia Núñez Zamora
;
Fabiola Marín Garrido
<jats:p>La carga vocal es definida como la cantidad de trabajo realizado por el mecanismo laríngeo a lo largo del tiempo. No se encontraron estudios de su valoración diferenciada en la sala de clases y en el espacio de simulación clínica. Es necesario diferenciar los resultados de los parámetros: frecuencia fundamental, intensidad vocal y ruido ambiental en ambos contextos para promover una perspectiva ecológica de la salud vocal de las docentes. El objetivo de esta investigación es determinar las diferencias en la carga vocal de un grupo de profesoras de tres establecimientos educacionales de la Región Metropolitana de Chile, en espacios de simulación clínica y laboral. Estudio comparativo transversal de 26 profesoras de educación preescolar y básica sin antecedentes de patologías vocales. La evaluación de los parámetros vocales se realizó a través de un dosímetro. El ruido ambiente fue evaluado por medio de un sonómetro. Los resultados arrojaron diferencias significativas de las tres variables entre la sala de clases y el espacio clínico simulado. También hubo diferencias significativas de intensidad y ruido ambiente entre niveles de enseñanza y cantidad de alumnos por sala, siendo mayor la intensidad y ruido en las salas de nivel básico, en comparación al nivel preescolar. Como conclusión existe una carga vocal mayor en la sala de clases, definida por un aumento en la frecuencia fundamental e intensidad, en comparación al espacio clínico simulado. Lo anterior podría estar determinado por el ruido ambiente. Se sugiere realizar intervención fonoaudiológica en el contexto laboral.</jats:p>
1
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Promoting ASC in the primary education classroom: The role of teacher training
(2022)
Karla Lobos
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Claudio Bustos
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Fabiola Saez-Delgado
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COBO RENDÓN, RUBIA CONSUELO
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Carola Bruna
Scopus© Citations 2 1
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Changing the Quality of Teachers’ Written Tests by implementing an Authentic Assessment Teachers’ Training Program
(2021)
Villarroel , Verónica
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Gavin T. L. Brown
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BRUNA JOFRE, DANIELA VALENTINA
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Claudio Bustos
15Scopus© Citations 13
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Teacher Identification of Student Emotional and Behavioral Problems and Provision of Early Supports: A Vignette-Based Study
(2018)
Jennifer Greif Green
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Guzmán, Javier
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Eleni Didaskalou
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Allen G. Harbaugh
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Noah Segal
<jats:p> Although teachers are in a key position to identify and support students with emotional and behavioral challenges, their provision of these supports is often inconsistent. The current study investigated patterns in teacher identification of student emotional and behavioral challenges, as well as their provision of supports. Participants were 172 elementary, middle, and high school teachers from a Northeastern school district who responded to two vignettes—one describing a female student with internalizing and one describing a male student with externalizing symptoms. Vignettes were randomized to be moderate or severe. Teachers rated concern for students and their likelihood of providing a series of responses and supports. Results indicated that teachers were more concerned about severe than moderate vignettes, and were more concerned about females with internalizing than males with externalizing symptoms. Middle school teachers rated vignettes as more concerning than elementary teachers, particularly the male externalizing vignette. Elementary teachers indicated that they would provide more classroom-based emotional/behavioral supports and specialty supports than middle and high school teachers; however, high school teachers more often indicated that they would reduce expectations and provide a referral for students. Implications and future research directions for work with teachers on identifying and supporting students are discussed. </jats:p>
2Scopus© Citations 23

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