Impacto del Burnout en el desarrollo profesional del profesorado universitario. Una revisión de la investigación

Abstract

<p>Numerosos investigadores afirman que la docencia es una profesión altamente estresante, por lo que se convierte en un escenario idóneo para la aparición de burnout (agotamiento emocional, despersonalización y baja autorrealización). No obstante, la atención y estudio de los investigadores acerca del burnout en el campo de la Educación Superior ha sido menor en detrimento de otros niveles y etapas, pese a los cambios y transformaciones que ha experimentado la Educación Superior en los últimos años y que justifican la necesidad de investigación en esta línea. Esta revisión bibliográfica ha tenido como objetivo describir los diferentes objetivos, métodos, instrumentos y variables de investigaciones en este escenario, y así conocer el estado de la cuestión respecto al docente de universidad. Posteriormente, se ha realizado un análisis de las mismas para extraer los datos más importantes de cada investigación y que pueden ser de ayuda para el avance del conocimiento en esta área. Se concluye con una problemática que va acrecentándose y que dificulta el desarrollo profesional del docente de universidad. </p>

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

“…With respect to the dimensions of burnout, the Emotional Exhaustion dimension directly and positively correlated with 24, p< .01). In this order of things, the loss of emotional resources caused by the physical, mental, emotional and relational demands of the teaching work (the excessive number of students in the classrooms, the excess of tasks to be performed, the temporary pressures and the overload At work, the lack of support teachers, the inadequacy of schedules, the excessive bureaucracy and the paperwork that derives from it, etc.,) in interaction with individual resources, can negatively impact their health and decrease the teacher feelings of self-efficacy The results obtained in this dimension, confirm the studies of authors such as López and Extremera (2017), Rodríguez et al (2017) and Galbán (2018) who state that when there are high demands and poor resources at work, this makes it difficult to achieve objectives, feelings of self-efficacy diminish in the teacher and, over time, give rise to the syndrome of burning by work or burnout; that is, emotional exhaustion, cynicism and personal/professional inefficiency. Llull et al (2015) underline that negative interactions with students (frictions, conflicts and disputes) are related, on the one hand, positively with emotional exhaustion and depersonalization and, on the other, negatively with low personal achievement.…”

“…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).…”

State-Anxiety and Academic Burnout Regarding University Access Selective Examinations in Spain During and After the COVID-19 Lockdown

“…When these activities are inherent to work or responsibility and are carried out for long periods of time (i.e., years), they can lead to chronic fatigue, popularly referred to as being “burnt.” In Psychology, for a long time, this state has been called burnout and has been conceptualized as a state of emotional, physical, and cognitive exhaustion as a consequence of performing responsible activities under demand and stress ( Barraza, 2011 ). Burnout is classically characterized by three sets of manifestations: (a) fatigue, which is the main manifestation; (b) depersonalization and distancing from the required performance, with manifestations such as low achievement and abandonment; and (c) loss of commitment and decrease in personal achievement and motivation ( Maslach and Jackson, 1986 ; Rodríguez-García et al, 2017 ). Although at first, burnout was detected and studied in work and professional contexts, its study was soon extended to the educational context.…”

Pedagogical leadership in High School: Contributions from the Assessment of Burnout - Resilience in Teachers

“…), están muy vinculados con el cansancio emocional y, por ende, con los resultados de este componente. Asimismo, Rodríguez et al (2017) aluden que las exigencias del trabajo que sobrepasan las racionalmente aceptables, a menudo van acompañadas de exceso de tareas que no son agradables. A más exigencias y, por ende, mayor responsabilidad en sus actuaciones habituales, mayor probabilidad de aparición del síndrome.…”