Impact of Burnout Syndrome on the Academic Management of Teachers

Abstract

Burnout syndrome or being burned occurs in professionals from different branches that are related to the social sciences. Teachers are part of the professionals who are affected by the syndrome, which is reflected in the academic management that includes the management of the teaching-learning process. In this sense, this research had the objective of proposing strategies for the prevention and mitigation of Burnout Syndrome in basic education teachers, through a proposal for the empowerment of emotional intelligence. It is based on qualitative, non-experimental research with a longitudinal design, with a descriptive scope, with an intentional sample of 22 teachers from the Dr. Medardo Cevallos Mieles School. As a result, a proposal divided into two phases was presented, the first that details strategies to enhance emotional intelligence and the second phase that deals with the application of the soft skills acquired in the first phase, through strategies that contribute to improving academic management. It was possible to conclude that the consequences of Burnout syndrome have a direct impact on the performance and academic management of teachers, so that an adequate and timely intervention through mitigation strategies would result in a minimization of this impact.