Analysis of burnout syndrome in teachers of an Ecuadorian basic educational unit

Abstract

Teachers on both primary and secondary levels face significant stress due to the significant workload associated with interpersonal relationships and the turbulent environment of current organizations. The objective of this research was to analyze burnout syndrome in teachers of a private educational unit (UEP) in Ecuador. The approach was quantitative, the research was descriptive, transversal, not experimental and field-based. Foram applied questions to 17 professors of the institution, using the MBI questionnaire (Maslach Burnout Inventory) to analyze the levels of psychosocial risks and the “syndrome of burnout workers”. It is confirmed that approximately 23.5% of teachers present high emotional exhaustion, while 17.6% perceive depersonalization, or that, combined with high personal achievement in 76% of two cases, it generally denotes some manifestation of the syndrome in the institution; Therefore, the levels of emotional exhaustion identified require attention on the part of the UEP administration, in respect of which future research should be deepened in two stages of this intellectual activity, in order to establish the most appropriate norms and workload. An analysis of the sociodemographic variables of sex, age and years of service in the institution does not show significant differences for the dimensions mentioned (emotional exhaustion, depersonalization and personal achievement); Therefore, the actions to be developed must be of general order for all teachers.