Burnout in university teachers: An análisis from working conditions

Abstract

Burnout syndrome and its predictors have generated interest due to their impact on the health and well-being of university teachers, as well as on the quality of teaching and learning. The aim of this study is to analyze the influence of job demands, job resources, gender, age, and years of experience on the manifestation of burnout syndrome in teachers at Universidad Técnica del Norte. This study is correlational and predictive; it included 620 teachers, with a sample of 296; two instruments were used: the Maslach Burnout Inventory (MBI) and the Job Demands-Resources questionnaire. To analyze the data, multivariate linear regressions were conducted, and the following final models were obtained to determine the predictors of the three dimensions of burnout: Emotional exhaustion = 16,336 + 0,637*(Job demand) – 0.293*(Job resources); Depersonalization = 8,714 + 0.131*(Job Demand) – 0,100*(Job Resources); Personal accomplishment = 28,135 – 0,239*(Job demand) + 0,253*(Job resources); sex, age, and years of experience were not predictors of burnout dimensions. In conclusion, the final models of the three equations provide a quantitative understanding of how job demands and resources contribute to emotional exhaustion, depersonalization, and personal accomplishment among university teachers.