Manifestations of Burnout Syndrome among Teachers at a Private School in Santa Elena
Abstract
Introduction: The way in which burnout syndrome manifests among teachers holds pedagogical relevance, as this phenomenon directly affects the quality of the educational process. Emotional exhaustion, depersonalization, and low personal accomplishment not only impact teachers’ psychological well-being but also negatively influence their pedagogical performance, motivation, and interpersonal relationships. Objective: To determine the manifestations of burnout syndrome among teachers of a private school in Santa Elena. Methods: A descriptive and quantitative study with a cross-sectional design was conducted with teachers from a rural private school in Santa Elena (n=37). The Maslach Burnout Inventory was applied, comprising three dimensions: emotional exhaustion, depersonalization, and personal accomplishment. Results: A medium level of burnout was identified in 40.5 % of the teachers, followed by a high level in 35.1 % and a low level in 24.3 %, indicating a moderate risk of professional exhaustion. The most affected dimension was emotional exhaustion, with scores above 27 points, reflecting physical and mental fatigue caused by work demands. Depersonalization showed low to medium levels, suggesting limited impairment in interpersonal relationships. In contrast, personal accomplishment remained preserved, with predominantly medium and high scores. Conclusions: Burnout syndrome is a latent reality among teachers, manifesting mainly through emotional exhaustion, though moderated by a still positive perception of personal achievement. This unstable balance between vocation and fatigue represents a critical opportunity for institutional action aimed at maintaining teachers’ mental well-being and pedagogical efficiency.
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