Investigación Sobre El Burnout en Docentes Españoles: Una Revisión Sobre Factores Asociados E Instrumentos De Evaluación

Martínez, Cristina Pinel; Fuentes, María del Carmen Pérez; Martínez, José Juan Carrión

doi:10.13042/bordon.2019.62122

Cited by 14 publications

(11 citation statements)

References 13 publications

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“…As in previously published systematic reviews [42], our future research will aim to show the great variability existing in the factors studied around teacher burnout in Portugal, in order to extend our research and make more exact comparisons about this construct. Taking into account the limitations described above, our future research will review other studies and include other important variables which we believe should be investigated.…”

Section: Discussionmentioning

confidence: 91%

Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)

Teles

Arias

Martínez

et al. 2020

IJERPH

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The aim of this study was to examine the phenomena of burnout and perceived stress in teachers at Higher Education Institutions, as this professional class is one of the most affected by high levels of stress. A sample of 520 university teachers was used, of which 339 (65.2%) were women. The Maslach Burnout Inventory (MBI) was used to measure burnout, and the Perceived Stress Scale (PSS) was used to measure perceived stress. A sociodemographic data questionnaire produced by the authors was also applied, which consisted of questions about age, sex, experience in the teaching profession and the participants’ teaching areas. The results indicated that university teachers over 60 years old exhibited lower levels of perceived stress, as did teachers with more teaching experience (30 years or more), and those with less experience (less than 10 years). Women exhibited higher levels of perceived stress than men. Women also scored higher levels of Emotional Exhaustion in the burnout dimensions, whereas teachers will less experience (under 10 years) and teachers with more experience (more than 30 years) had the lowest scores in this dimension. Through an examination of the relation between perceived stress and the burnout dimensions, we concluded that perceived stress was directly proportional to emotional exhaustion and depersonalization; and was inversely proportional to personal accomplishment. A total of 31.3% of the variance in burnout was explained by perceived stress.

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Section: Discussionmentioning

confidence: 91%

Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)

Teles

Arias

Martínez

et al. 2020

IJERPH

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“…Despite the studies generated, the information gathered by the scientific community is not sufficient and further research is needed [4]. After the eruption of COVID-19, teachers had to make changes in their coping strategies to cope with the demands of the environment [56].…”

Section: Covid-19 and Artificial Intelligencementioning

confidence: 99%

“…Burnout syndrome is a state of stress that affects people at a psychological level, producing changes in attitude, mood, demotivation in terms of work, and others [1]. It seems that exposure to certain levels of stress for a prolonged period of time may play a relevant role in the appearance of the syndrome [2][3][4][5][6]. The term was coined by Freudenberger in 1974 [7] and was popularized, among other studies, by the research of [8,9] who define it as high emotional exhaustion, high depersonalization, and low professional fulfillment.…”

Section: Introduction 1burnout Syndromementioning

confidence: 99%

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Burnout, Resilience, and COVID-19 among Teachers: Predictive Capacity of an Artificial Neural Network

2021

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Emotional exhaustion, cynicism, and work inefficiency are three dimensions that define burnout syndrome among teachers. On another note, resilience can be understood as the ability to adapt to the environment and overcome adverse situations. In addition, COVID-19 has provided a threatening environment that has led to the implementation of resilience strategies to struggle with burnout and cope with the virus. The aim of this study was to analyze the relationship between resilience, burnout dimensions, and variables associated with COVID-19 through the design of an artificial neural network architecture. For this purpose, the Maslach Burnout Inventory-General Survey (MBI-GS), the Brief Resilience Coping Scale (BRCS), and a questionnaire on stress towards COVID-19 were administered to 419 teachers from secondary schools in southeastern Spain (292 females; 69.7%). The results showed that 30.8% suffered from burnout (high emotional exhaustion, high cynicism, and low professional efficacy) and that 38.7% had a high level of resilience, with an inverse relationship between both constructs. Likewise, we modelled an ANN able to predict burnout syndrome among 97.4% of teachers based on its dimensions, resilience, sociodemographic variables, and the stress generated by COVID-19. Our conclusions shed some light on the efficacy of relying on artificial intelligence in the educational field to predict the psychological situation of teachers and take early action.

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“…After a series of investigations, Maslach and Jackson define this syndrome as a condition that occurs in response to prolonged exposure to both emotional and interpersonal stressors in the workplace; which is composed of three basic dimensions: emotional exhaustion, depersonalisation, which is reflected in the lack of interest and motivation for work and lack of personal fulfilment (Esteras, Chorot&Sandín, 2014;Rodríguez &Fernández, 2017 cited by Pinel, Pérez &Carrión, 2019).…”

Section: Burnoutmentioning

confidence: 99%

Burnout Syndrome In The Covid-19 Pandemic And The Virtualization Of Education

Orejarena¹

2021

TURCOMAT

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The aim of the research is to determine the relationship between Burnout Syndrome in the framework of the COVID-19 pandemic and the virtualization of education in Colombian official school teachers during the year 2020. The study responds to the mixed approach and sequential design. In its quantitative phase it was deductive-hypothetical, applied, with a non-experimental cross-sectional design, and in its qualitative phase it was inductive, applied with a phenomenological-hermeneutic design. The data collection techniques used were the survey and the interview. The study population consisted of 1093 teachers from official schools in Floridablanca. For the quantitative approach, a non-probabilistic accidental sample of 110 teachers was used, and for the qualitative approach, a non-probabilistic convenience sample of 10 teachers was used. Among the final considerations it can be said that there is an inverse mean correlation between Burnout syndrome and the virtualization of education in this time of the Covid-19 pandemic; it is therefore considered that the effects of the pandemic have maximized the effects of the aforementioned syndrome on educational actors.

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Investigación Sobre El Burnout en Docentes Españoles: Una Revisión Sobre Factores Asociados E Instrumentos De Evaluación

Cited by 14 publications

References 13 publications

Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)

Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)

Burnout, Resilience, and COVID-19 among Teachers: Predictive Capacity of an Artificial Neural Network

Burnout Syndrome In The Covid-19 Pandemic And The Virtualization Of Education

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