<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592022000400011</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v13.n35.2022.14152</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores intrínsecos a la sobrecarga laboral en el estrés del profesorado]]></article-title>
<article-title xml:lang="en"><![CDATA[Factors intrinsic to work overload in teacher stress]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores intrínsecos à sobrecarga laboral no estresse dos professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[Oscar Jardey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez-Riveros]]></surname>
<given-names><![CDATA[Lilian Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lizarazo-Osorio]]></surname>
<given-names><![CDATA[Julio del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autonoma de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Escuela Colombiana de Ingeniería Julio Garavito  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>35</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592022000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592022000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592022000400011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio fue encontrar los factores intrínsecos al estrés laboral del profesorado activo en Colombia, México y Perú, distintos a la sobrecarga laboral (SL). Además, buscó establecer, con un modelo no supervisado, cómo los factores identificados predicen la SL. El enfoque fue principalmente cuantitativo, apoyado en el análisis de componentes principales y en la regresión lineal por introducción para construir el modelo. El instrumento indagó las categorías: emociones laborales, demandas laborales, recursos laborales, burnout y recursos tecnológicos para la actividad laboral. Los resultados muestran un alfa global de 0,856. Se obtuvieron diez factores intrínsecos que explican el 71,331 % de la varianza, de los cuales, seis contribuyen a predecir la SL: trabajo en casa, apoyo social, resiliencia didáctica tecnológica, motivación del estudiante, autocontrol emocional e incertidumbre laboral. A manera de conclusión, se encontró que el profesorado tuvo la capacidad resiliente tecnológica y didáctica, que le permitió adaptarse a la presencialidad remota; y que el trabajo colaborativo entre docentes contribuye a disminuir el estrés académico por SL. No obstante, la incertidumbre laboral incide en la SL.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study was to find the factors intrinsic to work stress of active teachers in Colombia, Mexico, and Peru, other than work overload (WO). In addition, it aimed to establish, with an unsupervised model, how the identified factors predict WO. The approach was mainly quantitative, supported by principal component analysis and linear regression by introduction, to build the model. The instrument examined the categories: work emotions, work requirements, work resources, burnout, and technological resources for the work activity. The results show an overall alpha of 0.856. Ten intrinsic factors were obtained that explain 71.331% of the variance, of which six contribute to predict WO: work at home, social support, technological didactic resilience, student motivation, emotional self-control, and job uncertainty. In conclusion, it was found that teachers had the technological and didactic capacity for resilience, which allowed them to adapt to remote presence; and that collaborative work among teachers contributes to reduce academic stress due to WO. However, job uncertainty has an impact on WO.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo foi encontrar os fatores intrínsecos ao estresse no trabalho de professores ativos na Colômbia, México e Peru, excluindo a sobrecarga laboral (SL). Além disso, procurou estabelecer, com um modelo não supervisionado, como os fatores identificados predizem a SL. A abordagem foi principalmente quantitativa, com base na análise dos componentes principais e na regressão linear através da introdução, para construir o modelo. O instrumento examinou as categorias: emoções de trabalho, demandas de trabalho, recursos de trabalho, burnout e recursos tecnológicos para a atividade laboral. Os resultados mostram um alfa global de 0,856. Dez fatores intrínsecos que explicam 71,331 % da variação foram obtidos, dos quais seis contribuem para a previsão da SL: trabalho em casa, apoio social, resiliência didática tecnológica, motivação estudantil, autocontrole emocional e incerteza laboral. Em conclusão, constatou-se que os professores tinham capacidade de resiliência tecnológica e didática, o que lhes permitiu adaptar-se à presença remota; e que o trabalho colaborativo entre os professores contribui para reduzir o estresse acadêmico devido à SL. No entanto, a incerteza laboral tem um impacto sobre a SL.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrés mental]]></kwd>
<kwd lng="es"><![CDATA[profesión docente]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[factores psicológicos]]></kwd>
<kwd lng="en"><![CDATA[mental stress]]></kwd>
<kwd lng="en"><![CDATA[teaching profession]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[psychological factors]]></kwd>
<kwd lng="pt"><![CDATA[estresse mental]]></kwd>
<kwd lng="pt"><![CDATA[profissão docente]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[fatores psicológicos]]></kwd>
</kwd-group>
</article-meta>
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