Síndrome de burnout y bienestar psicológico en docentes universitarios ecuatorianos

Erika Molina Marín; Xavier Fabricio Reyes Trelles; Jhessenia Galarza

doi:10.26871/killcanasalud.v8i3.1553

Authors

Erika Molina Marín Universidad de Cuenca https://orcid.org/0009-0004-6060-273X
Xavier Fabricio Reyes Trelles Universidad de Cuenca https://orcid.org/0000-0002-0423-5902
Jhessenia Galarza Universidad de Cuenca https://orcid.org/0000-0002-2831-3231

DOI:

https://doi.org/10.26871/killcanasalud.v8i3.1553

Keywords:

burnout syndrome, psychological well-being, university professors, mental health, work stress

Abstract

Introduction: Understanding the relationship between psychological well-being and burnout syndrome in teachers contributes to raising awareness and perceiving mental health in the educational field. Objective: This study aimed to correlate these variables in university professors of the Faculty of Psychology in the city of Cuenca, Ecuador. Methodology: A quantitative, non-experimental cross-sectional approach and a descriptive and inferential analysis were applied based on the data. In total, 33 participants completed the Maslach Burnout Inventory, the PERMA profile, and a sociodemographic variables questionnaire. Results: Average levels were determined for the burnout syndrome dimensions, and when linked to psychological well-being and sociodemographic variables, statistically significant correlations were obtained between the dimensions of personal accomplishment and emotional exhaustion and psychological well-being. Likewise, four sociodemographic variables (daily medication intake, weekly hours of classes, months of work, and number of subjects) showed relationships with burnout syndrome, which are discussed in relation to the existing literature. Conclusion: the research successfully corroborated the hypothetical proposal, as it revealed a statistically significant correlation between the proposed variables.

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