Abstract
The pandemic offered proof of the inadequate quality of the educational system in Peru and the consequences of stress on teachers’ mental and physical health in the setting of online higher education. This paper’s purpose was to examine the major theoretical contributions of teacher stress in the context of a pandemic. For the analysis, a qualitative approach and a documentary-style layout were utilized to collect and evaluate scientific literature pertaining to the topic during the confinement time. This enabled us to recognize that the most important theoretical contributions related to job stress in distant education, internal and external variables that cause stress, burnout syndrome, and technostress, which instructors were not prepared for. In response, the absence of connectivity and the adoption of cutting-edge digital technology were implemented. It was able to deduce from this study the significance of a teacher's holistic well-being and the balance of internal and external elements that influence stress in ensuring their proper work performance in the context of the pandemic’s virtuality.
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Laura-De La Cruz, K., Manzur-Vera, G., Rodriguez-Palumbo, C.K., Quispe-Vargas, M., Mendoza-Del Valle, L., Torres-Mamani, S.F. (2023). Pandemic Reflections on Higher Education: A Theoretical Examination of Work-Related Stress in the Teaching Role. In: Mesquita, A., Abreu, A., Carvalho, J.V., Santana, C., de Mello, C.H.P. (eds) Perspectives and Trends in Education and Technology. ICITED 2023. Smart Innovation, Systems and Technologies, vol 366. Springer, Singapore. https://doi.org/10.1007/978-981-99-5414-8_20
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