Emotional attrition, teacher performance and constructivist teaching in the basic public educational organization in COVID-19

• Published in: Revista de Psicología y Ciencias del Comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales Vol. 13; no. 2; pp. 4 - 18
• Main Authors: Miguel Ángel Reyna Castillo, Jorge Carlos Castillo De León, Dionicio Morales Ramírez
• Format: Journal Article
• Language: English
• Published: Universidad Autónoma de Tamaulipas 01.12.2022
• Subjects: constructivism; covid-19; emotional attrition; public educational organization; teacher performance
• ISSN: 2007-1833
• DOI: 10.29059/rpcc.20221201-147

The Sustainable Development Goals (SDGs) emp-hasize that long-term social welfare in institutions is only possible by taking care of issues such as health, decent work and quality education. Within the COVID-19 confinement, the teacher was key to the continuity of functions in public educational organizations. The teacher's challenge was to be constant, at least in three aspects: 1) to sustain mental health, 2) to maintain efficiency in their functions and 3) to adapt constructivist didactics in distance classes. The objective of the research is to analyze the relationship between emotional exhaustion, teacher performance and constructivist teaching practices in the public educational organi-zation at the elementary level. The methodology was empirical-statistical, non-experimental, cross-sectional, non-parametric. Based on the application of 190 surveys, a structural equation model was tested with the partial least squares technique (PLS-SEM). The results show that Emotional Attrition has a negative, direct and significant effect with Teaching Performance and, indirectly negative and direct, with constructivist distance practices.