This article shows the levels of technostress in primary and secondary education teachers in Chile, in the context of educational telework that Chile has adopted in connection with the health crisis by COVID-19. The information has been collected with the use of the RED-TIC scale, previously used in this country, whose validity and reliability of the instrument has been treated, for this case, with confirmatory factorial analysis (CFA) with a national coverage sample of 3006 teachers. The results show that 11% of teachers reveal techno anxiety and 7.2%, techno fatigue. Combining both manifestations, we find that 6.8% of teachers are techno stressed. Finally, fatigue and anxiety factors are higher for female teachers.

The expanded use of information technology in education has led to the emergence of technostress due to a lack of adaptation to the technological environment. The purpose of this study is to identify the levels of technostress in primary and secondary education in 428 teachers using a RED-TIC questionnaire, of which skepticism, fatigue, anxiety, and inefficiency are the main components. For the empirical analysis of the data, principal component analysis (PCA) and confirmatory factor analysis (CFA) were used. The results show that 12% of Chilean teachers participating in the study feel techno-fatigued, 13% feel techno-anxious, and 11% present both conditions. Male teachers show a higher incidence of techno-anxiety and techno-fatigue than their female peers. It can be concluded that the questionnaire used is a reliable tool to evaluate the presence of technostress, and it manifests itself importantly in its components of techno-anxiety and techno-fatigue in Chilean teachers.

The article analyzes the contributions of the notions of Good Living attributable to epistemologies, traditions, and subjective well-being at work, given the current changes in the working context, to enrich the concept of human development. The article is developed with an analytical-descriptive and synthetic approach, reconstructing the concept of Good Living through a theoretical-economic, ontological, and epistemological comparison and its dimensional axes. Methodologically, a systematic review of human development literature is used in Latin America through the Web of Science (WOS), comparing the UNDP Technical Notes (HDI) with the various approaches to Good Living published between 2010 and 2020. These documents were subjected to semantic contrast, with reference to the various dimensions and positions of human development as a generator of subjective well-being for the configuration of public labor policies. The main findings refer to the disagreement points evidenced in the two-axes dimensions of the Good Living measurement systems (mobility and safety, and cultural satisfaction within territories), an important factor being the sumak kawsay, the concept of Good Living. Sumak is fullness, the sublime, excellent, magnificent, beautiful, superior. Kawsay is life, being. However, it is dynamic, changing, and is not a passive question, and is thus not considered by the different evolutionary changes of the HDI.

Introduction. Inclusive education is one of the main objectives of the educational system toward achieving equal opportunities among students. To this end, teacher training plays an important role in the different educational stages. Objectives. To analyze the perceived readiness of teachers for inclusive education and to see the differences in primary and secondary education. Methods: A total of 961 active teachers from public schools, 53.3% Primary and 46.7% Secondary Education, were analyzed by means of a questionnaire on Teachers’ perceptions about their preparation for inclusive education and the CEFI-R instrument. Results. There are statistically significant differences between the two stages in the first questionnaire (question 1: p = 0.03; question 2: p < 0.01 and question 3: p < 0.01) and also, in 3 of the four CEFI-R dimensions, with the primary score being higher. Conclusions: This study shows that there is a large percentage of teachers who believe that their initial training is insufficient to deal with student diversity. In addition, most of them state that continuous training has helped them to improve inclusive education and that they would be willing to attend training courses on inclusion, although in secondary school, the predisposition is lower than in high school. On the other hand, teachers of both educational stages show a mostly favorable attitude according to the CEFI-R, being higher in primary than in secondary school. In this sense, the public administration has work to do.

Chile ha tenido un incremento sostenido de población inmigrante, pero poco se conoce sobre su impacto en el sistema escolar. Por medio de metodologías mixtas, se recolectó información acerca de las percepciones y prejuicios que estudiantes y profesores, de comunas de la Región Metropolitana de Chile, poseen respecto de la inmigración y la multiculturalidad. Este artículo caracteriza aspectos asociados al prejuicio existente hacia los inmigrantes en el sistema escolar, tanto a nivel explícito como implícito, corroborando la hipótesis de contacto propuesta por la psicología social; y brindando orientaciones tendientes a potenciar la inclusión de la diversidad cultural en el sistema educacional, tanto a nivel de contexto, políticas como prácticas pedagógicas.

Universities’ reputations are built in part on graduates’ assessments of the quality of education they received. What do these assessments tell us? Are graduates’ judgments of quality based on their experiences as students or on their later job satisfaction, that is, on process or on outcomes? The objective of this study was to assess the extent to which Chilean university graduates’ satisfaction with their professional training is associated with experiences during the degree program they pursued, employment experiences including salary level, or the prestige level or image of the university they attended. Survey questionnaires were used to collect data from recent graduates of professional programs in Primary-Secondary Teaching and Psychology in three universities that differ in prestige. A linear regression model shows that graduates’ satisfaction with their degree program is a joint function of family background, program quality and university image, but not salary once graduated.