Relationship between workload and psychological capital in a sample of Peruvian basic education teachers

Abstract

Introduction: In the educational context, workload entails various responsibilities, from planning and conducting classes to participating in extracurricular activities. This array of tasks can affect teachers, both in their performance and in their physical and mental well-being.
Objective: To determine if workload is related to the psychological capital of Peruvian basic education teachers.
Methods: A quantitative, non-experimental, cross-sectional correlational study was conducted. The sample consisted of 183 teachers who were administered the Workload Scale and the Psychological Capital Questionnaire, instruments with adequate metric properties.
Results: Preliminarily, it was determined that 39.3% of teachers perceived their workload to be high. Similarly, 52.5% of teachers also rated their psychological capital as high. Additionally, a correlation coefficient of -0.539 (p<0.05) was found between both variables.
Conclusions: There is an inverse and significant relationship between workload and the psychological capital of elementary school teachers. Therefore, it is recommended that educational authorities establish institutional policies that promote a balanced workload-resource ratio for teachers. This may include adequate allocation of resources and materials, as well as a review of assessment and work planning practices. Furthermore, implementing psychological support programs, time management, and stress management is suggested to ensure teachers' well-being