Síndrome de burnout y bienestar psicológico en docentes de dos instituciones pertenecientes al distrito 2 durante el período 2019- 2020

Abstract

Burnout syndrome is a response to work stress, it is a subjective experience of a negative type made up of negative cognitions, emotions and attitudes towards work and the people with whom their work is associated, thus affecting the psychological well-being of the individual (Vega, 2017). The present work aims to relate both variables: the Burnout Syndrome and Psychological Well-being in high school teachers. This research responds to a quantitative approach, with a cross-sectional correlational scope, for which the tools were applied: Maslach Burnout Inventory questionnaire (validated by Gil Monte, 1997) and Carol Ryff's Psychological Wellbeing Scale (validated by Díaz, Rodriguez, Blánco, Moreno and Gallardo, 2006). 58 high school teachers from two institutions participated: Octavio Cordero Palacios Educational Unit and Zoila Esperanza Palacio from the city of Cuenca. The results found establish that the teachers of the institutions present high scores in emotional exhaustion and depersonalization, while the scores in personal fulfillment are low, with a mean (x = 20; DT = 4.41) indicating signs of Burnout Syndrome. While the data regarding Psychological Well-being showed that teachers present low levels throughout the scale with a mean (x = 16.5; SD = 6). However, this study identified an inverse correlation between the variables, the established hypothesis was fulfilled that the greater the presence of the Burnout Syndrome, the lower the Psychological Wellbeing in teachers, however, t would be necessary to take into account the private educational sector since factors such as: the workload and the relationship with the members of the institution affect the quality of working life, therefore actions should be taken in order to improve educational services