Burnout in university teachers: assessment, prevention, and treatment

Deroncele-Acosta A.; Gil-Monte P.R.; Norabuena-Figueroa R.P.; Gil-Laorden P. · Revista Venezolana de Gerencia (2023) · DOI: 10.52080/rvgluz.28.e10.5

Resumen

The objective was to evaluate the level of burnout in university teachers and to propose a psychosocial intervention program for its prevention and treatment. Methodology: The quantitative study involved 1060 university teachers from three university institutions in Lima. The Questionnaire for the Evaluation of Burnout Syndrome at Work (CESQT) with high reliability and standardized in several countries including Peru was used. In addition, a literature review was conducted to support the need for a psychosocial program. The findings show the following burnout levels, very low: 200 teachers (18.90%), low: 298 (28.10%), medium: 297 (28%), high: 166 (15.70%) and critical: 99 (9.30%), the alarming figure of 265 teachers are in the high and critical levels, which requires immediate treatment, at the same time, a significant number of teachers should learn preventive approaches to avoid burnout, and the scientific literature supports the importance of addressing this problem in the academic context. The program contains specific prevention and treatment actions for each burnout factor, illusion for work, psychic exhaustion, indolence, and guilt, including proactive strategies and activities for work-family balance. It is recommended to sensitize the educational community on the diagnosis, prevention, and treatment of burnout, for a healthy and productive academic environment.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad San Ignacio de Loyola