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Díaz-Lobo J., & Alarcón-Vásquez Y. (2024). Factores relacionados con el balance familia – trabajo en docentes de escuela y universitarios: una revisión sistemática. Búsqueda, 11(2). https://doi.org/10.21892/01239813.734
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La profesión docente, tanto en la esfera escolar como en la universitaria, presenta desafíos particulares en cuanto al equilibrio entre la vida familiar y laboral. Las demandas del trabajo, que incluyen la preparación de clases, la evaluación de estudiantes, la atención a las necesidades individuales, las reuniones con padres y colegas, y el desarrollo profesional continuo, pueden consumir una gran cantidad de tiempo y energía. Esto puede dificultar la desconexión del trabajo y la dedicación de tiempo de calidad a la familia y la vida personal. De acuerdo con lo anterior, este estudio tuvo como objetivo categorizar los resultados de las investigaciones sobre balance familiar y trabajo en docentes de educación básica y universitarios. Para lo anterior, se realizó una revisión sistemática, mediante la enunciación de las ecuaciones boleanas, realizando la búsqueda en dos bases de datos: Scopus y WOS Clarivate. Como resultados, se encontraron estudios encaminados a: pandemia; género; salud; variables personales, familiares y asociadas al trabajo; que dan cuenta de las dificultades a las que se enfrentan los docentes para articular su vida familiar y laboral. La investigación permitió concluir que el equilibrio entre la vida familiar y laboral es un reto invariable para los docentes, pero es posible alcanzarlo con estrategias adecuadas y el apoyo de la familia, la institución educativa y la comunidad, siendo importante entender que el bienestar físico y mental de estos son esenciales para su ejercicio profesional y para la calidad de la educación que brindan a sus estudiantes.
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Esta obra está bajo licencia internacional Creative Commons Reconocimiento-CompartirIgual 4.0.
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Bianchi, M. y Caso, D. (2022). Distance learning during Covid-19 pandemic: Italian teachers’ well-being and the role of age on ICT adoption. Italian Journal of Applied Statistics 33, 177-198.
Boix, S., Barrera, R., León, E. y Serrano, M. (2021). Conciliación trabajo-familia y salud psicosocial en los inicios del Covid-19. Un estudio piloto con profesores y no profesores. Perfiles educativos, 43(174), 26-41.
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Greenhaus, J. y Beutell, N. (1985). Sources of conflict between work and family roles. Academy of Management Review, 10, 76- 88.
Greenhaus, J. H. y Powell, G. N. (2006). When work and family are allies: A theory of work-family enrichment. Academy of Management Review, 31, 72-92. doi:10.5465/AMR.2006.19379625
Gu, Y., You, X. y Wang, R. (2020). Job demands and emotional labor as antecedents of female preschool teachers’ work-to-family conflict: The moderating role of job resources. International Journal of Stress Management, 27(1), 23.
He, C., Xiong, J. y Wei, H. (2024). Balancing acts: The impact of family-work conflict on autonomy support among Chinese kindergarten teachers. Early Education and Development, 34(8), 1877-1890.
Hiebert B. & Farber I. (1984). Teacher stress: literature survey with a few surprises. Canadian Journal of education, 9(1), 14-27
Hooper, A. (2020). “I’m a teacher, unofficially”: How home-based providers perceive and navigate their roles. Journal of Research in Childhood Education, 34(2), 223-237.
Hoter, E. y Rutlinger Reiner, R. (2023). Preventing academic burnout and ensuring the wellbeing of teachers returning to academic studies. Journal of Adult and Continuing Education, 29(1), 41-68.
İlter, İ. (2020). Exploring registered teachers’ attitudes towards postgraduate education. PAU Journal of Education, 49, 263-292.
Jain, K., Jain, A. y Bansal, A. (2023). Investigating demographic characteristics and work-life balance of the teachers of University of Delhi. International Journal of Indian Culture and Business Management, 28(3), 301-320.
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Lakkoju, S. (2020). Work–life satisfaction in academia: myth or reality? Decision, 47(2), 153-176.
Laurijssen, I., Verbeylen, J., Mullens, F. y Lemblé, H. (2024). The trap of flexibility in ‘family-friendly’ Professions: Assessing teachers’ quality of family time through temporal indicators. Journal of Child and Family Studies, 33, 2887-2899.
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Aldrete, M. G., Pando, M., Aranda, C. y Balcázar, N. (2003). Síndrome de burnout en maestros de educación básica, nivel primario de Guadalajara. Investigación en Salud, 5(1), 1-10.
Al-Alawi, A. I., Al-Saffar, E., AlmohammedSaleh, Z. H., Alotaibi, H. y Al-Alawi, E. I. (2021). A study of the effects of work-family conflict, family-work conflict, and work-life balance on Saudi female teachers’ performance in the public education sector with job satisfaction as a moderator. Journal of International Women's Studies, 22(1), 486-503.
Anafarta, N. (2011). The relationship between work-family conflict and job satisfaction: A Structural Equation Modeling (SEM) Approach. International Journal of Business and Management, 6(4) 168–177.
Armenti, C. (2004). Women faculty seeking tenure and parenthood: Lessons from previous generations. Cambridge Journal of Education, 34(1), 65-83. doi:10.1080/0305764042000183133
Arón, A. y Milicic, N. (2000). Desgaste profesional de los profesores y clima social escolar. Revista Latinoamericana de la Psicología, 32(3), 447-465.
Banerji, A., Gjonbalaj, A., Hlatshwayo, S. y Van Le, A. (2018) Las mujeres asiáticas en el trabajo. Finanzas y Desarrollo, 12-17. https://www.imf.org/external/Pubs/FT/fandd/spa/2018/09/pdf/banerji.pdf
Barbosa, M. y Galembeck, E. (2022). Mapping research on biochemistry education: A bibliometric analysis. Biochemistry and Molecular Biology Education, 50(2), 201-215.
Basurto, V. y Yambay, J. (2023). Equilibrio trabajo-familia del docente universitario durante la emergencia sanitaria Covid-19, desde una perspectiva de género. Guayaquil-Ecuador. Revista Conrado, 19(94), 497-512.
Bauwens, R., Muylaert, J., Clarysse, E., Audenaert, M. y Decramer, A. (2020). Teachers’ acceptance and use of digital learning environments after hours: Implications for work-life balance and the role of integration preference. Computers in Human Behavior, 112.
Bhadana, J., Saxena, N. y Bhatia, A. (2022). Uttar Pradesh academics’ occupational stress, organisational work environment and work-life balance: A quantitative study. SA Journal of Human Resource Management, 20.
Bianchi, M. y Caso, D. (2022). Distance learning during Covid-19 pandemic: Italian teachers’ well-being and the role of age on ICT adoption. Italian Journal of Applied Statistics 33, 177-198.
Boix, S., Barrera, R., León, E. y Serrano, M. (2021). Conciliación trabajo-familia y salud psicosocial en los inicios del Covid-19. Un estudio piloto con profesores y no profesores. Perfiles educativos, 43(174), 26-41.
Campbell, M. (2019). RStudio Projects. Learn RStudio IDE: Quick, effective, and productive data science (pp. 39-48). Apress
Cho, H., Pyun, D. Y. y Wang, C. K. J. (2023). Teachers’ work-life balance: the effect of work-leisure conflict on work-related outcomes. Asia Pacific Journal of Education, 1-16.
Cisneros, Y. y Ramírez, M. (2009). Prevalencia de enfermedades en trabajadores académicos de una universidad pública según seguro de gastos médicos. Revista Salud de los Trabajadores, 17(2), 121-131.
Dabdub-Moreira, M. y Pineda-Cordero, A. (2015). La atención de las necesidades educativas especiales y la labor docente en la escuela primaria. Revista Costarricense de Psicología, 34(1), 43-58.
Decreto 1278 de 2002 [Ministerio de Educación Nacional]. Por el cual se expide el Estatuto de Profesionalización Docente. 19 de junio de 2002. https://www.mineducacion.gov.co/1621/articles-86102_archivo_pdf.pdf
Departamento Administrativo Nacional de Estadística (DANE). (2023). Perspectivas del mercado laboral desde el Registro Estadístico de Relaciones Laborales. DANE.
Demir, A. y Budur, T. (2023). Work–life balance and performance relations during Covid 19 outbreak: a case study among university academic staff. Journal of Applied Research in Higher Education, 15(2), 449-472.
Figueroa, A., Gilio, M. y Gutiérrez, V. (2008). La función docente en la universidad. Revista Electrónica de Investigación Educativa, 10(SPE), 1-14.
Fundación Española para la Ciencia y la Tecnología (2015). Percepción social de la ciencia y la tecnología 2014. Fecyt Innovación. https://www.fecyt.es/es/publicacion/percepcion-social-de-la-ciencia-y-la-tecnologia-2014
Garcés, M. (2017). Revisión teórica del conflicto trabajo familia en de docentes de instituciones de educación superior [Tesis de pregrado inédita]. Universidad de Especialidades Espíritu Santo. Repositorio Universidad de Especialidades Espíritu Santo. http://repositorio.uees.edu.ec/bitstream/123456789/1990/1/Paper%20MaJoseGarc%C3%A9s%20.pdf
Gómez, V., Perilla, E. y Hermosa, M. (2015). Moderación de la relación entre tensión laboral y malestar de profesores universitarios: papel del conflicto y la facilitación entre el trabajo y la familia. Revista Colombiana de Psicología, 24(1), 185-201. doi:10.15446/rcp.v24n1.42081
Görmüş, A. y Baytur, M. (2023). Distance education and work–family conflict during COVID-19: Evidence from Turkey for a gender-moderated model. International Review of Education, 69(5), 625-649.
Greenhaus, J. y Beutell, N. (1985). Sources of conflict between work and family roles. Academy of Management Review, 10, 76- 88.
Greenhaus, J. H. y Powell, G. N. (2006). When work and family are allies: A theory of work-family enrichment. Academy of Management Review, 31, 72-92. doi:10.5465/AMR.2006.19379625
Gu, Y., You, X. y Wang, R. (2020). Job demands and emotional labor as antecedents of female preschool teachers’ work-to-family conflict: The moderating role of job resources. International Journal of Stress Management, 27(1), 23.
He, C., Xiong, J. y Wei, H. (2024). Balancing acts: The impact of family-work conflict on autonomy support among Chinese kindergarten teachers. Early Education and Development, 34(8), 1877-1890.
Hiebert B. & Farber I. (1984). Teacher stress: literature survey with a few surprises. Canadian Journal of education, 9(1), 14-27
Hooper, A. (2020). “I’m a teacher, unofficially”: How home-based providers perceive and navigate their roles. Journal of Research in Childhood Education, 34(2), 223-237.
Hoter, E. y Rutlinger Reiner, R. (2023). Preventing academic burnout and ensuring the wellbeing of teachers returning to academic studies. Journal of Adult and Continuing Education, 29(1), 41-68.
İlter, İ. (2020). Exploring registered teachers’ attitudes towards postgraduate education. PAU Journal of Education, 49, 263-292.
Jain, K., Jain, A. y Bansal, A. (2023). Investigating demographic characteristics and work-life balance of the teachers of University of Delhi. International Journal of Indian Culture and Business Management, 28(3), 301-320.
Jan, N. A., Raj, A. B. y Subramani, A. K. (2022). Does smartphone affect work-life balance, stress and satisfaction among teachers during online education? International Journal of Management in Education, 16(4), 438-462.
Karakose, T., Yirci, R. y Papadakis, S. (2021). Exploring the interrelationship between Covid-19 phobia, work–family conflict, family–work conflict, and life satisfaction among school administrators for advancing sustainable management. Sustainability, 13(15).
Kotini-Shah, P., Man, B., Pobee, R., Hirshfield, L. E., Risman, B. J., Buhimschi, I. A. y Weinreich, H. M. (2022). Work–life balance and productivity among academic faculty during the Covid-19 pandemic: A latent class analysis. Journal of Women's Health, 31(3), 321-330.
Lakkoju, S. (2020). Work–life satisfaction in academia: myth or reality? Decision, 47(2), 153-176.
Laurijssen, I., Verbeylen, J., Mullens, F. y Lemblé, H. (2024). The trap of flexibility in ‘family-friendly’ Professions: Assessing teachers’ quality of family time through temporal indicators. Journal of Child and Family Studies, 33, 2887-2899.
Levkovich, I. y Gada, A. (2020). The weight falls on my shoulders”: Perceptions of compassion fatigue among Israeli preschool teachers. Asia-Pacific Journal of Research in Early Childhood Education, 14(3), 91-112.
Lendák-Kabók, K. (2020). Women’s work–life balance strategies in academia. Journal of Family Studies, 28(3), 1139–1157. https://doi.org/10.1080/13229400.2020.1802324
Leo, A., Holdsworth, E., Wilcox, K., Khan, M., Ávila, J. y Tobin, J. (2022). Gendered impacts of the Covid-19 pandemic: A mixed-method study of teacher stress and work-life balance. Community, Work & Family, 25(5), 682-703.
Liu, W., Wang, Y. y Yao, H. (2024). Relationship between teachers’ workaholic characteristics and emotional exhaustion–the mediating role of work-family conflict and work efficacy and the moderating role of teaching age. Current Psychology, 43, 23793-23814.
Loscalzo, Y. (2021). The impact of workaholism and work engagement on distant learning and work-family conflict during the Covid-19 lockdown. Amfiteatru Economic, 23(58), 752-769.
MacDonald, M. y Hill, C. (2022). The educational impact of the Covid-19 rapid response on teachers, students, and families: Insights from British Columbia, Canada. Prospects, 51(4), 627-641.
Matsuo, M., Tanaka, G., Tokunaga, A., Higashi, T., Honda, S., Shirabe, S., Yoshida, Y., Imamura, A., Ishikawa, I. y Iwanaga, R. (2021). Factors associated with kindergarten teachers’ willingness to continue working. Medicine, 100(35).
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