WORK STRESS AND ITS IMPACT ON THE HEALTH OF UNIVERSITY TEACHERS DURING AND POST-COVID-19 PANDEMIC

Abstract

Job stress in university teachers is a palpable issue that has increased due to the COVID-19 pandemic, where the way of teaching education was transferred from face-to-face to the virtual environment, forcing the use of virtual tools and programs that were not commonly used, coupled with the change of work space, where the home environment was adapted to meet academic activities, and the event of returning to face-to-face in a post-pandemic environment had a considerable impact on the health of university teachers. Objective: To analyze occupational stress and its impact on the health of university teachers during and post-pandemic by COVID-19, according to the literature review between December 2019 to June 2024. Methodology: Systematic, descriptive, retrospective review, carried out by means of a documentary review of research with a quantitative, qualitative and mixed approach. Results: A bibliographic search yielded 46 articles, mostly from the LA Referencia database (36.95%), Spanish language (82.61%), from Peru (21.74%) and quantitative (76.08%). Stress predisposing factors included work overload and double teaching presence (21.74%); fatigue, exhaustion, progressive loss of energy, fatigue and personal burnout (28.26%); as well as changing psychological behaviors, anxiety states and changes in appetite (21.74%). Conclusions: Work stress is more accentuated in the female gender, in the age of 50 to more years, in teachers by contract modality; it is mainly predisposed by work overload and double teaching presence. It frequently has repercussions generating fatigue, exhaustion, progressive loss of energy, fatigue, personal wear and tear, changing psychological behaviors, anxiety states, and changes in appetite.