Influence of work stress in teaching performance by competencies in university teachers
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This study investigates the relationship between job stress and faculty performance at Ecuadorian universities, breaking down performance into pedagogical, research, academic management, and extension competencies. Despite the extensive literature on job stress, there is a lack of studies addressing how stress specifically influences these faculty competencies. Using a quantitative approach and a non-experimental cross-sectional design, data were collected from 198 full-time university professors through surveys and analyzed using structural equation modeling. The results indicate that job stress has a negative and significant impact on pedagogical competencies (p-value < 0.05), while no significant relationship was found with research, academic management, and extension competencies. These findings suggest that although job stress affects pedagogical performance, its influence does not uniformly extend to other competency areas. The conclusions highlight the need to develop specific intervention strategies to mitigate job stress in the educational field and recommend conducting longitudinal studies and including contexts from private higher education institutions for a more comprehensive understanding of this issue.
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