Diagnosis and Intervention Program for Burnout Syndrome in Primary and Secondary Teachers at a School in Pereira

Abstract

The aim objective of this research was to develop and measure the effectiveness of a cognitive behavioral program developed by the authors based on a cognitive behavioral model, in order to counter burnout syndrome in teachers dedicated to the primary and secondary education sector of the city of Pereira, which consists of eight sessions that took place over a period of two months (8 weeks) lasting two hours for each session and applied in a population of eighty primary and secondary teachers from a private school in the city of Pereira, Colombia, during the second half of 2019. The study consisted of a quantitative methodology and quasi-experimental model, with pretest and postest measurements. With a control group of 36 teachers an experimental group consisting of 44 teachers, a sociodemographic labor questionnaire and the Maslach Burnout Inventory were used. The formation of the experimental and control groups was carried out in a homogeneous way with teachers presenting high, medium and low level of burnout. The realization of the statistics was done through the SPSS25 program in its version for Windows and effectiveness results were found for the intervention with demonstrative significance greater than 50% in its three components, Emotional Exhaustion, Low Personal Realization and Depersonalization.

Predicting teacher resilience by using artificial neural networks: influence of burnout and stress by COVID-19

“…It is also necessary to teach emotional competences to reduce levels of stress and burnout (Sánchez-Pujalte et al, 2021). To this end, cognitivebehavioral programs for secondary school teachers have been shown to be effective in reducing the levels of the dimensions associated with burnout (Carmona & Muñoz, 2021).…”

“…In this sense, teaching is a stressful profession in which there is a tendency to suffer from burnout syndrome, with teachers being a vulnerable group (Altuntaş & Genç, 2020;Candeias et al, 2021;Carmona & Muñoz, 2021;Roohani & Iravani, 2020). Burnout syndrome in teachers arises after being subjected to a chronic situation of stress at work in which the person does not have sufficient resources to be able to manage the high and prolonged emotional and psychosocial demands (Carlotto & Câmara, 2017).…”

“…Burnout syndrome in teachers arises after being subjected to a chronic situation of stress at work in which the person does not have sufficient resources to be able to manage the high and prolonged emotional and psychosocial demands (Carlotto & Câmara, 2017). Thus, a previous study found that 22.5% had high levels of emotional exhaustion, 22.5% had high levels of depersonalisation and 23.8% had low levels of personal self-fulfilment (Carmona & Muñoz, 2021). Other research found a relatively similar trend, with approximately 25% of teachers reporting high levels of emotional exhaustion, 18% depersonalisation and 17% low professional fulfilment (Seibt & Kreuzfeld, 2021).…”

Presenting a Typology of Efficiency and Their Plausible Measurement into Healthcare Systems: A Global View

“…Henceforth, prioritizing among accessible choices (70% curative and 30% preventive) ought to be based on health problems, social and financial factors because of demand on healthcare assets are prominent than the accessible assets. Unequivocally, addressing priority setting is vital to create more efficient strategies of allocation for scarce productive health resources [5,18].…”