Neuropsychological and affective assessment of teachers over 50 years old before and after an ICT-focused training program: Improved job satisfaction and links with affective factors

Fernando Ferreira-Santos

doi:10.21814/rpe.21925

Autores/as

Fernando Ferreira-Santos Laboratory of Neuropsychophysiology, Faculty of Psychology and Education Sciences, University of Porto http://orcid.org/0000-0002-2656-5291

DOI:

https://doi.org/10.21814/rpe.21925

Palabras clave:

Envejecimiento Activo, Profesores, Funciones Ejecutivas, Neuropsicología, Satisfacción Laboral

Resumen

El envejecimiento de la población plantea varios problemas sociales y relacionados con la salud, y este fenómeno es particularmente pronunciado en Europa, donde se están desarrollando políticas para promover el Envejecimiento Activo. En Educación, el envejecimiento de los docentes plantea importantes desafíos a la profesión. El proyecto REKINDLE+50 desarrolló un programa de formación sobre el uso de las Tecnologías de la Información y la Comunicación (TIC) para profesores con el objetivo paralelo de promover las habilidades y la motivación de los profesores mayores de 50 años. Aquí informamos sobre la evaluación, previa y posterior a la formación, de las habilidades neuropsicológicas (funciones ejecutivas “cool” y “hot”), autoinformes afectivos y satisfacción laboral. Encontramos que la formación se asoció con una mayor satisfacción con la naturaleza del propio trabajo del profesor y con las condiciones materiales de trabajo. No hubo cambios significativos en las medidas neuropsicológicas o afectivas antes y después del entrenamiento. También encontramos que la satisfacción laboral se asoció positivamente con las funciones ejecutivas “hot” y negativamente con los síntomas afectivos (ansiedad y depresión subclínicas). Estos resultados, aunque provisionales, sugieren que la formación tuvo un impacto positivo en la satisfacción laboral del profesorado y que puede tener implicaciones para la promoción del envejecimiento activo de estos profesionales. En general, el envejecimiento de los docentes sigue siendo un desafío para el futuro. Las políticas para promover el envejecimiento activo ofrecen una visión estratégica sobre cómo abordar este problema, pero es probable que se necesite una comprensión más detallada de los cambios cognitivos y afectivos relacionados con la edad para crear medidas efectivas.

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