Burnout y depresión en docentes de la Unidad Educativa Francisca Dávila de Muñoz de la ciudad de Cuenca, 2023

Abstract

The way in which primary education teachers address changes in the workplace environment influences the perception of stress and psychological well-being at work, potentially contributing to the development of depressive processes. Therefore, the purpose of this study was to correlate burnout syndrome and depression among teachers at the Francisca Dávila de Muñoz Educational Unit in the city of Cuenca, Ecuador, in 2023. A non-experimental, crosssectional quantitative approach with a correlational scope was employed. The Zung SelfRating Depression Scale, the Maslach Burnout Inventory questionnaire, and a sociodemographic data sheet were administered to 39 teachers. The results revealed low levels of emotional exhaustion and depersonalization, and high levels of personal accomplishment. Overall, it is concluded that there was an absence of burnout syndrome, and similarly, the majority did not exhibit depression. No statistically significant association was found between the levels of burnout syndrome dimensions and depression levels, nor between these two factors and sociodemographic variables. Ultimately, the nature of teaching involves social interaction, which may act as a protective factor against developing depression. It is suggested that future research consider a larger sample size and the use of instruments adapted to the context.