Jara Cerdan Abigail Silvia, Medina Sanchez Rosa Jackeline, Arbulú Ballesteros Marco Agustín
Instituto de Investigación en Ciencias y Tecnología, Universidad César Vallejo, Campus Chepén, Trujillo 13001, Peru.
Behav Sci (Basel). 2025 Jun 30;15(7):888. doi: 10.3390/bs15070888.
The purpose of this study was to examine the relationship between resilience and work-related stress among secondary school teachers in Chepén, Peru, during 2024, with a focus on (a) the mediating role of work motivation and (b) the moderating effect of years of service. Using a non-experimental quantitative design, data were collected from 450 teachers and analyzed in SPSS 27 with Hayes' PROCESS 4.3 macro. Results showed that resilience significantly predicted motivation (β = 0.413, < 0.001), accounting for 35% of its variance (R = 0.35). In turn, motivation was significantly and negatively associated with work stress (β = 0.335, = 0.0401), explaining 20% of the variance in stress levels (R = 0.20). Neither resilience (β = 0.187, = 0.5420) nor years of service (β = 0.217, = 0.9003), nor their interaction (β = 0.002, = 0.8144) had a direct or moderating effect on work stress. Descriptive analyses indicated that most teachers exhibited moderate levels of resilience (51.1%), stress (42.2%), and motivation (37.8%). These findings underscore that resilience alone does not reduce work stress; its stress-buffering effect operates through enhanced motivation. Educational interventions should therefore target both resilience-building and motivational strategies to effectively diminish teacher stress and promote occupational well-being.
本研究的目的是考察2024年秘鲁切彭地区中学教师的心理韧性与工作相关压力之间的关系，重点关注：（a）工作动机的中介作用；（b）工作年限的调节作用。采用非实验性定量设计，从450名教师中收集数据，并使用SPSS 27软件和Hayes的PROCESS 4.3宏程序进行分析。结果表明，心理韧性能显著预测工作动机（β = 0.413，p < 0.001），解释其35%的变异量（R = 0.35）。反过来，工作动机与工作压力显著负相关（β = 0.335，p = 0.0401），解释压力水平20%的变异量（R = 0.20）。心理韧性（β = 0.187，p = 0.5420）、工作年限（β = 0.217，p = 0.9003）及其交互作用（β = 0.002，p = 0.8144）对工作压力均无直接或调节作用。描述性分析表明，大多数教师的心理韧性（51.1%）、压力（42.2%）和工作动机（37.8%）处于中等水平。这些发现强调，仅心理韧性本身并不能减轻工作压力；其压力缓冲作用是通过增强工作动机来实现的。因此，教育干预应同时针对心理韧性培养和激励策略，以有效减轻教师压力，促进职业幸福感。
