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Artículos de Investigación

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Recuperación laboral y fatiga mental en docentes de educación superior, Lima 2025

Occupational recovery and mental fatigue in higher education faculty, Lima 2025
Publicado
2026-09-16
Contexto: El estrés laboral y la fatiga mental constituyen riesgos psicosociales que afectan el bienestar, la salud ocupacional y el desempeño profesional de los docentes en instituciones de educación superior. Las estrategias de recuperación laboral representan mecanismos relevantes para favorecer la reducción del agotamiento y la recuperación del equilibrio psicológico. Objetivo: Determinar la relación entre las estrategias de recuperación laboral y la fatiga mental en docentes de un instituto superior de Lima durante el año 2025. Metodología: Se desarrolló una investigación básica con enfoque cuantitativo, alcance correlacional, diseño no experimental y corte transversal. La muestra estuvo conformada por 69 docentes mediante un censo poblacional. Se aplicaron dos cuestionarios validados por juicio de expertos y prueba piloto, con coeficientes de confiabilidad Alfa de Cronbach de 0,87 y 0,75. El análisis inferencial se realizó mediante el coeficiente Rho de Spearman. Resultados: Los resultados evidenciaron que el 85,51 % de los docentes presenta estrategias de recuperación laboral inadecuadas, con un déficit total en las estrategias compensatorias. Asimismo, el 82,61 % manifestó niveles de fatiga mental, donde el 55,07 % presentó estrés y el 27,54 % un nivel alto. Se identificó una relación negativa y significativa entre ambas variables (Rho = -0,265; p = 0,001). Las dimensiones más críticas correspondieron al liderazgo (91,30 %) y la cohesión (78,26 %). Conclusiones: Las estrategias de recuperación laboral se relacionan significativamente de manera inversa con la fatiga mental docente. Su fortalecimiento mediante intervenciones institucionales puede contribuir al bienestar laboral, la prevención de riesgos psicosociales y la mejora del desempeño profesional en educación superior.
Context: Work-related stress and mental fatigue constitute psychosocial risks that affect the well-being, occupational health, and professional performance of faculty members in higher education institutions. Work recovery strategies are relevant mechanisms for reducing exhaustion and restoring psychological balance. Objective: To determine the relationship between work recovery strategies and mental fatigue among faculty members at a higher education institute in Lima during 2025. Methodology: A basic quantitative study was conducted using a correlational scope, non-experimental design, and cross-sectional approach. The sample comprised 69 faculty members selected through a population census. Two questionnaires validated through expert judgment and pilot testing were administered, yielding Cronbach’s alpha reliability coefficients of 0.87 and 0.75, respectively. Inferential analysis was performed using Spearman’s rank correlation coefficient. Results: The findings showed that 85.51% of faculty members had inadequate work recovery strategies, with a complete deficit in compensatory recovery strategies. Furthermore, 82.61% reported experiencing mental fatigue, with 55.07% presenting stress and 27.54% reporting high levels. A significant negative relationship was identified between the two variables (Rho = −0.265; p = 0.001). The most critical dimensions were leadership (91.30%) and cohesion (78.26%). Conclusions: Work recovery strategies are significantly and inversely associated with faculty members’ mental fatigue. Strengthening these strategies through institutional interventions may contribute to occupational well-being, the prevention of psychosocial risks, and improved professional performance in higher education.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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