El síndrome de burnout es una respuesta del estrés que se produce en el individuo por su interacción negativa con la organización, factores como la excesiva carga laboral y la pobreza del rol que cumple dentro de la misma, llevan a que el individuo trate o genere estrategias que le permitan contrarrestar el estrés que podría generarse. La presente investigación tiene como objetivo principal determinar la influencia existente entre el síndrome de burnout y la responsabilidad organizacional del personal militar de la FAE, con el fin de proponer estrategias de mejora que permitan un mejor desenvolvimiento del personal en las diferentes actividades que se realiza en la institución para así lograr mejores resultados teniendo como base fundamental un firme compromiso con la institución.Se aplicó una investigación descriptiva, aplicada, con un enfoque cuantitativo, no experimental, descriptivo, correlacional y de corte transversal. La población obtenida fue de 6720 personas y como muestra se aplicó una encuesta a 363 militares en servicio activo. Se obtuvo como resultados que el cansancio emocional tiene una relación significativa con todas las dimensiones del compromiso organizacional. Se llegó a la conclusión que el síndrome de burnout es inversamente proporcional al compromiso organizacional, lo que significa que, si los niveles de síndrome de burnout aumentan, el compromiso organizacional disminuye y en viceversa.
This study was carried out with the objective to identify the relationships between the management of human talent, emotional intelligence and the performance of teachers in a higher education institution; as well as the differences between groups, according to their sociodemographic characteristics. This research used a quantitative approach; a three-section questionnaire was used as a research instrument, the first one made it possible to evaluate the management of human talent; in the second one, the Trait Emotional Intelligence Questionnaire (TEIQue-SF) was used to measure the level of emotional intelligence; and in the third one, demographic questions were asked. For the performance of professors, the results of the professor’s evaluation were used. The sample consisted on 338 teachers (237 men, 101 women) selected at random. The results show the existence of a low and linear relationship between the management of human talent and emotional intelligence, as well as between the management of human talent and performance at work. Differences between groups were also identified in some aspects of the management of the human talent, emotional intelligence, and professors' performance with respect to demographic factors such as gender, age, level of education and teaching experience.
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