El coaching ontológico para gestionar las emociones en los docentes de 4to y 5to de básica de la unidad educativa San Joaquín y Santa Ana en Guayaquil desde junio a diciembre en el período lectivo 2020-2021

Abstract

During the COVID-19 pandemic, the Ecuadorian government established that schools would change their modality, from in-person to online classes, without a transition period. Some computer systems were implemented, such as study platforms and the use of information and communication technologies that were unfamiliar to teachers, parents, and students. This generated a series of difficulties and new situations in basic education, which has increased work-related stress in schoolteachers, impacting their emotional, mental, and physical health. Seeking to generate positive changes in educators, we conducted individual interventions with teachers from a private school in Guayaquil, by accompanying them through ontological coaching sessions, in order to manage emotions and generate changes in their actions. The Burnout Test and the Cleaver Test were carried out individually with teachers of 4th and 5th grade at the Unidad Educativa San Joaquín y Santa Ana, as well as ontological coaching sessions during six months of the school year. Causes of work stress that affected their emotional health were identified. Through this accompaniment, they were ultimately able to regulate and improve their work performance, concluding that ontological coaching is a useful tool to manage emotions.