Relación entre el apoyo social percibido por futuros/as docentes y el estrés en el aula: Papel mediador de la autoeficacia
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https://doi.org/10.17979/reipe.2025.12.1.11728Resumen
El objetivo de este estudio es examinar el papel mediador de la autoeficacia docente en la relación entre el apoyo social y el estrés en el aula entre futuros/as docentes. Se recopilaron datos de un total de 725 profesores/as en formación matriculados en las facultades de educación de cinco universidades diferentes de Turquía. Los instrumentos de recopilación de datos incluyeron la Escala de Eficacia Docente, la Escala de Apoyo Social y el Inventario de Estrés Docente. Para evaluar las relaciones entre el apoyo social percibido, los niveles de autoeficacia y el estrés en el aula, se llevó a cabo un path análisis para verificar el ajuste de dos modelos. Mientras que el Modelo 1 consideraba tanto los efectos directos como los indirectos, el Modelo 2 solo incluía los efectos directos. Para comprobar el efecto mediador hipotetizado se empleó un modelo de ecuaciones estructurales. Los resultados revelaron que la relación entre el estrés en el aula y el apoyo social (concretamente, el apoyo del profesorado y compañeros/as de clase) estaba totalmente mediada por la autoeficacia docente. Además, el Modelo 1 mostró un mejor ajuste en comparación con el Modelo 2. Estos hallazgos resaltan el papel fundamental del apoyo social y la autoeficacia en la gestión del estrés entre el futuro profesorado. Los resultados se interpretan en el contexto de la bibliografía existente, y se discuten las implicaciones para los programas de formación docente. También se proporcionan recomendaciones para futuras investigaciones.
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