Cómo citar
Resumen
El profesorado es especialmente vulnerable a desarrollar burnout. La resiliencia es la capacidad de las personas para sobreponerse ante las dificultades de la vida. El objeto del estudio consistió en establecer relaciones entre las percepciones de burnout y resiliencia en el colectivo encuestado. Fue un estudio transversal, descriptivo y correlacional, que respondió a una muestra aleatoria simple de 1268 docentes en el año académico 2017/2018, a través de la participación voluntaria y anónima. Para la evaluación del burnout se empleó la adaptación al castellano del (MBI-GS) de Salanova, Schaufeli, Llorens, Peiró and Grau (2000). La resiliencia se midió mediante el Cuestionario de Evaluación de Resiliencia de Serrano-Martínez (2010). Se hallaron altos puntajes en la dimensión eficacia personal/profesional que sugieren una autoevaluación positiva del trabajo por parte del profesorado, y su influencia como factor protector contra la sensación de estar quemado, solo 2.40% con alto agotamiento y cinismo y bajo puntaje de eficacia. Los resultados mostraron bajo índice de burnout y nivel medio en resiliencia. Se concluyó que la resiliencia disminuye la vulnerabilidad al burnout. Además, las características personales y la resiliencia de los docentes actuaron como variables moduladoras frente al síndrome del burnout.
Palabras clave: resiliencia; burnout; estrés laboral; eficacia personal/profesional; inteligencia emocional.
Citas
Alarcón, M. E. B. (2018). Stress and Burnout Diseases in Current Life. Palibrio.
Albar, M. J., Romero, M. E., González, M. D., Bayon, E., García, A., Gutiérrez, I., & Algaba, S. (2004). Social support, socio-demographic characteristics and burnout in nurses and hospital auxiliaries. Nursing Clinic, 14(5), 281-285. doi.org/10.1016/S1130-8621(04)73899-1
Aldás, A.C. (2017). Coping strategies and burnout syndrome in health personnel (Bachelor'sthesis, Technical University of Ambato-Faculty of Health Sciences-career of clinical psychology).
Benetti, S. A., Goi, C. B., Dezordi, C. R., & Benetti, M. (2018). Burnout syndrome in workers in prison. International Journal of Development Research, 8(07), 21992-21998.
Berrocal, P. F., Cabello, R., & Cobo, M. J. G. (2017). Advances in research on emotional competencies in education. Inter-university Journal of Teacher Training, 88(1), 15-26.
Bresó, E., Salanova, M., Schaufeli, W. B., & Nogareda, C. (2007). NTP No. 732. Syndrome of being burnt by work Burnout (III): Measuring instrument. Madrid: National Institute for Safety and Hygiene at Work, Ministry of Labor and Social Affairs.
Burgos, A.L.V., Paris, A.P.D., Salcedo, A.G.S., & Arriagada, A. A. (2018). Psychological well-being and burnout in primary health care professionals in the region of Los Lagos, Chile. University Act, 28(3), 56-64.
Carlotto, M. S., & Câmara, S. G. (2017). Psycho-social links associated with burnout syndrome in university professors. Advances in Latin American Psychology, 35 (3), 447-457. doi.org/10.12804/revistas.urosario.edu.co/apl/a.4036
Cassullo, G. L., & García, L. (2015). Study of the Socio-Emotional Competencies and their Relationship with the Coping in Future Middle School Teachers. Interuniversity Electronic Journal of Teacher Training, 18(1), 213-228. doi.org/10.6018/reifop.18.1.193041
Díaz, C. A. G., Tabares, S. J., & Orozco, M. C. V. (2010). Burnout syndrome and coping strategies in primary and high school teachers. Psychology from the Caribbean, 26(1), 36-50.
Dios, I., Calmaestra, J., & Rodríguez, A. J. (2018). Validation of the scale of organizational and didactic teaching competencies for educators. Mexican Journal of Educational Research, 23(76), 281-302.
Felix, R. O., García, C., & Mercado ibarra, S. M. (2018). Stress in the workplace Generic review from the theory. CULCyT, 64(1), 31-42.
Fernández, M. P. (2017). Relationship between occupational wear and psychosomatic manifestations in a sample of Colombian teachers from the city of Santa Marta. Archives of Medicine (Manizales), 17(1), 78-90.
Fernández, R. A., Rivera, F. F., Pérez, M. N., & Martínez, M. D. S. (2012). Efecto del sistema de enseñanza en el rendimiento académico, burnout experimentado y estrés académico. Aula abierta, 40(2), 3-10.
González, R. P., González, M. J. A., & San José, C. C. (2017). Positive and negative affectivity in the future teacher: relations with their academic performance, mental health and satisfaction with life. Educational Contexts Journal of Education, 20(1), 11-26. doi.org/10.18172/con.2996
León, J., Domínguez, E., Núñez, J. L., Pérez, A., & Martín, J. (2011). Translation and validation of the Spanish version of the Échelle de Satisfacción des BesoinsPsychologiques in the educational context. Annals of Psychology, 27(2), 405-411.
Liébana, C., Fernández, M., Gándara, Á. R., Muñoz, M., Vázquez, A. M., & Rodríguez, M. (2014). Psychological distress in health sciences college students and its relationship with academic engagement. Revista da Escola de Enfermagem da USP, 48(4), 715-722.
Liu, J. Y., Liu, Y. H., & Yang, J. P. (2014). Impact of learning adaptability and time management disposition on study engagement among chinese baccalaureate nursing students. Journal of Professional Nursing, 30(6), 502-510.
Llull, D. S., Cerdà, M. X. M., & Brage, L. B. (2015). Social malaise and teacher discomfort: an investigation on burnout professional burnout syndrome and its socio-educational incidence. Classroom: Journal of Pedagogy of the University of Salamanca, 21(1), 245-257. doi.org/10.14201/aula201521245257
Longas, J., Chamarro, A., Riera, J., & Cladellas, R. (2012). The incidence of the internal teaching context in the appearance of Burning Syndrome due to work in teaching professionals. Journal of Psychology of Work and Organizations, 28(2), 107-118. doi.org/10.5093/tr2012a9
López, S. M., & Extremera, N. (2017). State of the issue on emotional intelligence and burnout in the teaching staff by countries, year of publication, educational cycles and evaluation instruments. Faculty, Journal of Curriculum and Teacher Training, 21(3), 371-389.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child development, 71(3), 543- 562. doi.org/10.1111/1467-8624.00164
Martínez, I. M., & Salanova, M. (2003). Niveles de burnout y engagement en estudiantes universitarios. Relación con el desempeño y desarrollo profesional. Revista de Educación, 330(1), 361-384.
Murillo, F. J., Garrido, C. M., & Hernández, R. (2016). Decalogue for effective teaching. REICE. Ibero-American Journal on Quality, Efficacy and Change in Education, 9(1), 6-27.
Noreña, H. (2018). Academic stress and coping strategies in first, second and third semester students of the Faculty of Engineering of the University of Antioquia, 2017 (Doctoral dissertation, Psychology).
Ornelas, C. (2016). The Mexican educational system: the transition of the end of the century. Fund of Economic Culture.
Peña, J. E., Raso, P. C., & Ferrero, B. S. (2018). The burnout syndrome in teachers. Pyramid editions.
Peña, S. B., & Cantero, V. F. (2017). Ethnic prejudice and teacher attrition: a challenge in contexts of poverty. Electronic Journal of Educational Dialogues, 10(20), 14-39.
Rodríguez, A. M., Sola, T., & Fernández, M. (2017). Impact of Burnout on the professional development of university teaching staff. A review of the investigation. Interuniversity Electronic Journal of Teacher Training, 20(3), 161-178. doi.org/10.6018/reifop.20.3.275121
Salanova, M., Schaufeli, W. B., Llorens, S., Peiró, J. M., & Grau, R. (2000). From burnout to engagement: a new perspective? Journal of Psychology of Work and Organizations, 16(1), 117-134.
Schaufeli, W. B., Leiter, M. P., Maslach, C., & Jackson, S. E. (1996). The MaslachBurnout Inventory: General Survey (MBI-GS). In C. Maslach, S., Jackson & M. Leiter (eds.): Maslach Burnout Inventory Manual, 3rd ed. (pp. 19-26). Palo Alto, California: ConsultingPsychologistsPress.
Serrano, M. (2010). Construction and psychometric analysis of a resilience evaluation questionnaire. Degree Material in Psychology. Unizar.es. [retrieved 28/01/2015] Available at: www.unizar.es/abarrasa/tea/200910_25906/serrano2010.pdf]
Vallejo, M. (2017). An approach to the burnout syndrome and the labor characteristics of Spanish emigrants in European countries. Journal of Psychology of Work and Organizations, 33(2), 137-145. doi.org/10.1016/j.rpto.2017.02.001
Vargas, L. D., Child, C. L., & Acosta, J. Y. (2017). Strategies that modulate the Burnout syndrome in nurses (as): a bibliographic review. Science and Care Magazine, 14(1), 111-131. doi.org/10.22463/17949831.810
Vélez, A. P., Lopez, J. J., & Gonzalez, J. B. (2017). Emotional skills and teacher professionalization for inclusive education in the networked society. Educational Contexts Journal of Education, 20(1), 201-215. doi.org/10.18172/con.3011
Vicente de Vera García, M. I., & Gambarte, M. I. Gabari (2019). Relationships Between the Dimensions of Resilience and Burnout in Primary School Teachers. International Electronic Journal of Elementary Education, 12(2), 189-196.doi.org/10.26822/iejee.2019257666
Villar, J. I. (2015). Working conditions and quality of working life in health professionals: the modulating role of resilience and self-efficacy, on burnout syndrome and engagement. (Doctoral thesis). Sevilla University.