Burnout Among University Faculty Teaching Remotely in Peru

Lopez Gomez H.E.; Huanca Rojas L.M.; Arias Lizares A.; Castillo-Sáenz R.A. · Revista Venezolana de Gerencia (2026) · DOI: 10.52080/rvgluz.31.e15.23

Resumen

Emotional exhaustion is one of the most common risks in the teaching profession. The objective of this study was to determine the prevalence of burnout among faculty members at University X who taught remote courses and to identify associated factors to guide interventions and preventative policies. A cross-sectional, observational census study was conducted with undergraduate faculty at University X. The sample consisted of 180 full-time and part-time faculty members who taught at least one course remotely or in a hybrid format. Data collection was carried out online through a survey that included sociodemographic aspects, as well as factors related to remote teaching, such as comfort with technological tools, satisfaction with the online modality, perception of institutional support, and the presence of illnesses or other health conditions. Burnout syndrome was assessed using the 22-item MBI-ES. The study revealed that the prevalence of burnout was 48.3% (95% CI: 40.8–55.9), with emotional exhaustion being the most prevalent (62.2%). After adjustment, the most significant factor was dissatisfaction with online teaching (OR 5.30; 95% CI: 2.40–11.80), followed by being female (OR 2.00) and having school-aged children (OR 1.90). The study shows that burnout in remote university teaching is a response to a combination of high demands and insufficient organizational resources.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad Nacional del Altiplano; Universidad Tecnológica del Perú; Universidad Nacional Intercultural de la Selva Central Juan Santos Atahualpa