Psychosocial risks for educators during Ecuador’s conflict.
DOI:
https://doi.org/10.17561/ae.v27n1.9123Keywords:
Psychosocial risk, welfare state, social psychologyAbstract
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.
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