La Incidencia del Contexto Interno Docente en la Aparición del Síndrome del Quemado por el Trabajo en Profesionales de la Enseñanza

Abstract

Resumen. La investigación tiene como objetivo profundizar en el estudio de la relación entre el síndrome de quemarse por el trabajo en la docencia y los factores organización escolar y gestión de aula. La muestra está formada por 1.360 docentes de Cataluña (España), a los que se ha aplicado el MBI, un cuestionario que recoge datos sociodemográficos y profesionales, y el cuestionario de factores del contexto interno docente, diseñado y validado específicamente para esta investigación. Los resultados muestran índices de riesgo psicosocial en los docentes y confirman que: a) las escuelas próximas al paradigma de la escuela que aprende son más saludables y b) la organización escolar y la gestión de aula son factores preventivos fundamentales ante los riesgos psicosociales en la docencia. Se concluye que el modelo de organización escolar denominado escuela que aprende pudiera anticiparse como el patrón de cultura profesional y organizativa propio de las escuelas más saludables. Palabras clave: Síndrome de Quemarse por el Trabajo, docentes, organización escolar, gestión de aula, escuela saludable.Abstract. The aim of this study is analyse the relation between the teacher's burnout and the school organisation and classroom management. The sample is formed by 1.360 teachers of Catalonia (Spain), to which has applied the MBI, a questionnaire that collects social and professional data, and the questionnaire of Factors of the Teachers Internal Context, designed and validated specifically for this investigation. Results show indexes of psychosocial risk in the educational and confirm that: a) the next schools to the paradigm of the learning organization are healthier, and b) the school organisation and classroom management are fundamental preventive factors in front of the psychosocial risks in the teaching. We conclude that the model of school organization called learning school could be the pattern of healthier organizational culture at schools.

An investigation of emotional burnout in bank employees working in «person-to-person» system

“…Age and work record are also important factors for the development of EB [9,21]. However, our study didn't show any association between EB and age of respondents or their work record.…”

“…People working in «person-to-person» system are the most predisposed to the development of this syndrome [5,6]; an example of vulnerable populations are doctors, teachers, and psychologists, though EB may be present in other professions too [4,[7][8][9][10]. Russian studies which dealt with this phenomenon primarily evaluated people of these occupations [11][12][13][14][15][16][17], while prevalence and specifics of EB in banking personnel remain poorly studied.…”

Burnout in university students

“…Teniendo en cuenta que el burnout es un sín-drome de naturaleza psicosocial estrechamente vinculado con las condiciones negativas de la actividad y la organización laboral (Uribe, Ló-pez & García, 2014;Gil-Monte, 2012;Longas, Chamarro, Riera & Cladellas, 2012;Ramírez & Zurita, 2010), es necesario reflexionar inicialmente en torno al concepto de trabajo y su extrapolación de la actividad laboral/asistencial a la actividad académica en estudiantes universitarios, para una mejor comprensión de la naturaleza y de los factores de riesgos y protectores asociados al burnout académico en estas poblaciones.…”

Relationships Between the Dimensions of Resilience and Burnout in Primary School Teachers

“…Education professionals often show loss of emotional resources, mainly caused by the physical, mental, and relational demands of teaching work. The excessive number of students in the classrooms, the excess of tasks to be performed, the temporary pressures and work overload, the lack of support teachers, the inadequacy of schedules, the excessive bureaucracy and the paperwork that derives from it, etc., are related to the emotional fatigue of this group (Longas, Chamarro, Riera, & Cladellas, 2012;Llull, Cerdà, & Brage, 2015;Rodríguez, Sola, & Fernández, 2017;Carlotto & Câmara, 2017). Additionally, the incidence of other external factors of the work environment, derived from the general and specific characteristics of the personality, family circumstances or the private and social life of the teacher, interact with personal resources and can lead to a decrease in their activity labor, mental and physical, giving rise to disorders such as burnout (Justo 2010;López & Extremera, 2017;Burgos, Paris, Salcedo, & Arriagada, 2018).…”