Resilience and prevention of Burnout syndrome in teachers

Abstract

Society demands professionals with preparation, competence, values, and adequate mental health. In this context, an evident issue arises: the increase of Burnout syndrome among teachers. This issue focuses on occupational risks and resilience strategies to prevent the syndrome, impacting both teacher well-being and student learning. Universidad Estatal del Sur de Manabí addressed this problem through its research project "Enhancement of Pedagogical Practices in Educational Institutions of the South Zone of Manabí," led by the Education Department in Portoviejo. The objective was to design resilient actions as a means of preventing the emergence of Burnout syndrome in teachers of public schools. The methodology employed was descriptive, prospective, and cross-sectional, involving 20 teachers. It was found that many teachers were affected by physical and mental exhaustion, complete lack of motivation, sensitivity to criticism, decreased energy, low work productivity, and stress. The theoretical perspectives varied, with some considering Burnout syndrome as a chronic or acute mental pathology. Nevertheless, the research evaluated it as acute, underscoring the importance of intervening to safeguard mental health. Ultimately, the objective was achieved by designing a system of measures aimed at preventing Burnout syndrome in teachers. In conclusion, resilient actions were proposed as an effective way to prevent the emergence of Burnout syndrome in teachers of public schools.