Carga administrativa docente, clima institucional y rendimiento académico en el contexto postpandemia: una revisión sistemática de la literatura
DOI:
https://doi.org/10.65415/wq50j334Palabras clave:
burocracia escolar, bienestar profesional, recuperación de aprendizajes, apoyo organizacional, intensificación del trabajoResumen
El estudio tuvo como objetivo analizar sistemáticamente la producción científica reciente sobre la relación entre carga administrativa docente, clima institucional y rendimiento académico en el contexto postpandemia. Se desarrolló una revisión sistemática de literatura orientada por PRISMA 2020. La muestra final estuvo conformada por 17 estudios seleccionados por su pertinencia temática y metodológica. Los hallazgos se organizaron en cuatro categorías: carga laboral y bienestar profesional; apoyo institucional, liderazgo y colaboración; estrés y transformaciones postpandemia; y condiciones docentes vinculadas con resultados educativos. La evidencia muestra que la intensificación del trabajo, las tareas no docentes, la evaluación, el uso tecnológico y la sobrecarga reducen la satisfacción y aumentan estrés y agotamiento. En contraste, un clima seguro, el apoyo organizacional, la distribución del liderazgo, la colaboración profesional y las redes sociales actúan como recursos protectores. La relación con el rendimiento estudiantil es menos directa: el clima escolar presenta asociaciones consistentes con el logro, mientras que la carga docente parece afectar principalmente mediante la reducción del tiempo pedagógico, el bienestar y la capacidad de acompañamiento. Se concluye que la recuperación educativa postpandemia requiere reducir demandas burocráticas, fortalecer apoyos institucionales y proteger condiciones de trabajo que permitan al profesorado concentrarse en la enseñanza y el aprendizaje.
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Derechos de autor 2026 Maura Cleofe Miranda-Silva, Sonia Paulina Pilco-Díaz
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
