Mental Health Upon Return to Face-To-Face Classes: Burnout Syndrome in Basic Education Teachers

Estrada-Araoz E.G.; Gallegos-Ramos N.A.; Labrin Romero J.A.; Valencia Martínez J.C.; Farfán-Latorre M.; Lavilla-Condori W.G.; Paricahua-Peralta J.N. · Gaceta Medica de Caracas (2023) · DOI: 10.47307/gmc.2023.131.4.12

Resumen

Introduction: During the return to face-to-face classes, teachers are facing new challenges and demands because students were unable to learn adequately through the virtual modality implemented during the COVID-19 pandemic. Then, the increase in workload could affect their mental health and cause the appearance of burnout syndrome. Objective: Describe the level of burnout syndrome in basic education teachers upon return to face-to-face classes. Methods: The approach is quantitative, the design non-experimental and the descriptive type cross-sectional. The sample consisted of 170 teachers of whom applied the Maslach Burnout Inventory, an instrument with adequate levels of validity and reliability. Results: It was determined that the teachers were characterized by presenting moderate levels of burnout syndrome. In the same way, they showed moderate levels of emotional exhaustion and personal accomplishment. However, they presented low levels of depersonalization. On the other hand, it was found that burnout syndrome was significantly associated with some sociodemographic and work variables such as gender, age group, employment status, and family burden of teachers (p<0.05). Conclusion: Basic education teachers are characterized by having moderate levels of burnout syndrome during the post-pandemic context. For this reason, the Ministry of Education must design and execute policies that allow revaluing of the work that teachers have been doing and promoting the implementation of preventive and corrective programs to improve their mental health.

Instituciones: Universidad Nacional Amazónica de Madre de Dios; Universidad Nacional de Jaén; Universidad Andina del Cusco