<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672021000200117</article-id>
<article-id pub-id-type="doi">10.23913/ride.v12i23.1012</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Esfuerzo-recompensa, demanda-control y satisfacción con la vida: un estudio con docentes de educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Effort-Reward, Demand-Control and Satisfaction with Life: A Study with Elementary Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Esforço-recompensa, demanda-controle e satisfação com a vida: um estudo com professores do ensino fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera Noriega]]></surname>
<given-names><![CDATA[José Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdez Tam]]></surname>
<given-names><![CDATA[Jazmín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras Grijalva]]></surname>
<given-names><![CDATA[Erika Selene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Velasco]]></surname>
<given-names><![CDATA[Silvia Selene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Estudios Educativos y Sindicales de la Sección 54 del Sindicato Nacional de Trabajadores de la Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro de Estudios Educativos y Sindicales de la Sección 54 del Sindicato Nacional de Trabajadores de la Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centro de Estudios Educativos y Sindicales de la Sección 54 del Sindicato Nacional de Trabajadores de la Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000200117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen está disponible en el texto completo]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In our country there doesn&#8217;t exist enough information about psychosocial factors that affect teacher&#8217;s mental health, which it&#8217;s an obstacle for the policies implementation that fight against this issue. Psychosocial factors of labor risk in teaching work are barely studied and is required to link personal factors of life satisfaction and those of labor risk to realize about the way personal perceptions can cushion the impacts of labor risks. The objective of this investigation was to study with elementary school teachers, the comparison between life satisfaction, effort-reward perception and demand- control with the following factors: sex, age, antiquity in teaching, time in the workplace and attention to students with special educational needs. A retrospective design with a descriptive and comparative scope was used. The studied population consisted of 185 elementary school teachers of Cajeme, Sonora. In order to collect the information, the Diener Life Satisfaction Scale, the Labor Stress Questionnaire (Effort-Reward Imbalance) in its Venezuelan version, validated by Díaz and Feldman, and the General Health Questionnaire of Goldberg were applied. Deciles were obtained for every one of the variables. The demand-control variable obtained the value of 3.00 in the first decile, which places 22 people (11.9%) below this value, this means they are at risk of a mental health problem. On the other hand, on the perception of effhort-reward variable 21 individuals (11.4%) presented levels below the first decil with a 2.68 value and, so, unbalanced. By last, the firs decil value was 3.40 for 22 people (11.9%) which represent the lowest levels on the satisfaction with life scale. The comparisons showed that the number of students with special educational needs attended influenced the variables of satisfaction with life, perception of effort-reward and demand-control, since as the number of attended students increased, the average in the three variables decreased. On the other hand, time is a significant factor in the effort-reward variable since with increasing age, years of service and antiquity in the workplace the average in this variable decreased. There is a relation between the variables of satisfaction with life, effort-reward and demand-control with temporality factors (age, years of service and antiquity in the workplace), however, it is considered necessary to inquire into that aspect. It is important to highlight that progress in the study of psychosocial factors that can affect job satisfaction and health in teachers is essential for decision making around policies for education improvement in Mexico. It is necessary to expand this type of research including teachers of different levels and contexts, from public and private schools, in order to obtain more accurate information.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em nosso país, não há informações suficientes sobre os fatores psicossociais que afetam a saúde mental dos professores, o que dificulta a implementação de políticas que abordem essa problemática. Os fatores de risco psicossocial no trabalho docente são pouco estudados e é necessário relacionar os fatores pessoais de satisfação com a vida e os de risco ocupacional para explicar a forma como as percepções pessoais podem amortecer os impactos dos riscos ocupacionais. Portanto, o objetivo desta pesquisa foi estudar com professores do ensino fundamental a comparação entre as variáveis satisfação com a vida, percepção de esforço-recompensa e demanda-controle com os fatores sexo, idade, tempo de docência, tempo de internação. centro de trabalho e atendimento a alunos com necessidades educacionais especiais. Foi utilizado um desenho retrospectivo com escopo descritivo e comparativo. A amostra do estudo foi composta por 185 professores do ensino fundamental do município de Cajeme, Sonora. Para a coleta de dados, foram aplicados a escala Diener de satisfação com a vida, o questionário de estresse no trabalho (desequilíbrio esforço-recompensa) em sua versão venezuelana, validado por Díaz e Feldman, e o questionário geral de saúde de Goldberg. Decis foram obtidos para cada uma das variáveis. A variável demanda-controle obteve no primeiro decil o valor de 3,00, o que coloca 22 pessoas (11,9%) abaixo desse valor, o que significa que estão em risco de desenvolver um problema de saúde mental. Por outro lado, na variável percepção esforço-recompensa, 21 indivíduos (11,4%) apresentaram níveis abaixo do primeiro decil com valor de 2,68 e, portanto, desequilibrados. Por fim, o valor do primeiro decil foi de 3,40 para 22 pessoas (11,9%), o que representa os níveis mais baixos na escala de satisfação com a vida. As comparações mostraram que o número de alunos atendidos com necessidades educacionais especiais influencia as variáveis satisfação com a vida, percepção esforço-recompensa e demanda-controle, pois à medida que o número de alunos atendidos aumenta, a média nas três variáveis diminui. Por outro lado, o tempo é um fator significativo na variável esforço-recompensa, visto que com o aumento da idade, anos de serviço e tempo de serviço no local de trabalho, a média dessa variável diminuiu. Existe relação entre as variáveis satisfação com a vida e esforço-recompensa com os fatores temporais (idade, anos de experiência na docência e anos de experiência na escola), embora seja necessário indagar sobre este aspecto. É importante destacar que o avanço no estudo dos fatores psicossociais que podem afetar a satisfação e a saúde ocupacional dos professores é essencial para a tomada de decisões políticas para a melhoria da educação no México. É necessário expandir esse tipo de pesquisa incluindo professores de diferentes níveis e contextos, de escolas públicas e privadas, a fim de obter informações mais precisas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[condiciones de empleo del docente]]></kwd>
<kwd lng="es"><![CDATA[docente de escuela primaria]]></kwd>
<kwd lng="es"><![CDATA[factores psicológicos]]></kwd>
<kwd lng="es"><![CDATA[satisfacción laboral]]></kwd>
<kwd lng="en"><![CDATA[teacher employment conditions]]></kwd>
<kwd lng="en"><![CDATA[elementary school teacher]]></kwd>
<kwd lng="en"><![CDATA[psychosocial factors]]></kwd>
<kwd lng="en"><![CDATA[work satisfaction]]></kwd>
<kwd lng="pt"><![CDATA[condições de emprego do professor]]></kwd>
<kwd lng="pt"><![CDATA[professor do ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[fatores psicológicos]]></kwd>
<kwd lng="pt"><![CDATA[satisfação no trabalho]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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