Análisis del comportamiento docente en la prevención de riesgos laborales en el entorno educativo - Analysis of teacher behavior in the prevention of occupational risks in the educational environment

Abstract

This investigation constitutesan analysis of the teacher as an active subject in the prevention of occupational risks in the school environment, knowing that they face a wide range of risks (physical, psychosocial, ergonomic, and vocal) that affect teñir health, well-being, and pedagogical work. The study is conducted from a qualitative and descriptive approach, through a review. According to three specific objectives, the results reveal that: (1) the most recurrent occupational risks in the educational field are stress, burnout, musculoskeletal disorders, voice problems, and precarious environmental conditions; (2) the preventive behavior of teachers is mainly unsatisfied or at risk, with a minority adopting compliant behaviors linked to institutional support, training, and workplace well-being; (3) among the most relevant prevention strategies were training, periodic inspections, and a package of actions of an ergonomic, environmental, and psychosocial nature (active breaks, vocal care, stress management, organizational adjustments). The results are discussed in light of the principles of the ILO and WHO, highlighting the gap between knowledge and preventive action, and the influence of structural factors (work overload, precariousness, lack of resources) on the implementation of safe practices. It is concluded that teaching behavior is not an individual trait but a response shaped by the organizational contexto and preventive culture.