Resilience and Work Stress in Educational Institutions of Chepén, 2024: Mediation of Motivation and Time Moderation
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 qua...
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MDPI AG
2025-06-01
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| author | Abigail Silvia Jara Cerdan Rosa Jackeline Medina Sanchez Marco Agustín Arbulú Ballesteros |
| author_facet | Abigail Silvia Jara Cerdan Rosa Jackeline Medina Sanchez Marco Agustín Arbulú Ballesteros |
| author_sort | Abigail Silvia Jara Cerdan |
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| description | 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, <i>p</i> < 0.001), accounting for 35% of its variance (R<sup>2</sup> = 0.35). In turn, motivation was significantly and negatively associated with work stress (β = 0.335, <i>p</i> = 0.0401), explaining 20% of the variance in stress levels (R<sup>2</sup> = 0.20). Neither resilience (β = 0.187, <i>p</i> = 0.5420) nor years of service (β = 0.217, <i>p</i> = 0.9003), nor their interaction (β = 0.002, <i>p</i> = 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. |
| format | Article |
| id | doaj-art-d3d3c99bb9d244bcb833bee50220d703 |
| institution | DOAJ |
| issn | 2076-328X |
| language | English |
| publishDate | 2025-06-01 |
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| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-d3d3c99bb9d244bcb833bee50220d7032025-08-20T03:13:44ZengMDPI AGBehavioral Sciences2076-328X2025-06-0115788810.3390/bs15070888Resilience and Work Stress in Educational Institutions of Chepén, 2024: Mediation of Motivation and Time ModerationAbigail Silvia Jara Cerdan0Rosa Jackeline Medina Sanchez1Marco Agustín Arbulú Ballesteros2Instituto de Investigación en Ciencias y Tecnología, Universidad César Vallejo, Campus Chepén, Trujillo 13001, PeruInstituto de Investigación en Ciencias y Tecnología, Universidad César Vallejo, Campus Chepén, Trujillo 13001, PeruInstituto de Investigación en Ciencias y Tecnología, Universidad César Vallejo, Campus Chepén, Trujillo 13001, PeruThe 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, <i>p</i> < 0.001), accounting for 35% of its variance (R<sup>2</sup> = 0.35). In turn, motivation was significantly and negatively associated with work stress (β = 0.335, <i>p</i> = 0.0401), explaining 20% of the variance in stress levels (R<sup>2</sup> = 0.20). Neither resilience (β = 0.187, <i>p</i> = 0.5420) nor years of service (β = 0.217, <i>p</i> = 0.9003), nor their interaction (β = 0.002, <i>p</i> = 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.https://www.mdpi.com/2076-328X/15/7/888resiliencework-related stressmotivationyears of serviceteacherseducation |
| spellingShingle | Abigail Silvia Jara Cerdan Rosa Jackeline Medina Sanchez Marco Agustín Arbulú Ballesteros Resilience and Work Stress in Educational Institutions of Chepén, 2024: Mediation of Motivation and Time Moderation Behavioral Sciences resilience work-related stress motivation years of service teachers education |
| title | Resilience and Work Stress in Educational Institutions of Chepén, 2024: Mediation of Motivation and Time Moderation |
| title_full | Resilience and Work Stress in Educational Institutions of Chepén, 2024: Mediation of Motivation and Time Moderation |
| title_fullStr | Resilience and Work Stress in Educational Institutions of Chepén, 2024: Mediation of Motivation and Time Moderation |
| title_full_unstemmed | Resilience and Work Stress in Educational Institutions of Chepén, 2024: Mediation of Motivation and Time Moderation |
| title_short | Resilience and Work Stress in Educational Institutions of Chepén, 2024: Mediation of Motivation and Time Moderation |
| title_sort | resilience and work stress in educational institutions of chepen 2024 mediation of motivation and time moderation |
| topic | resilience work-related stress motivation years of service teachers education |
| url | https://www.mdpi.com/2076-328X/15/7/888 |
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