Psychosocial occupational factors and Burnout syndrome among Secondary school teachers from the metropolitan zone of Guadalajara, México

Abstract

The present study aims at identifying the link between psychosocial occupational factors and the Burnout Syndrome among high school teachers from the mainstream educative system at the Metropolitan Zone of Guadalajara, Jalisco, México.

A quantitative descriptive, cross-sectional and observational study was carried out on a representative sample of 360 teachers who worked in front of a group, selected from a total population of 8,935. Cluster sampling was used for teacher selection: 29 schools were randomly selected and from these, 13 teachers were chosen.

Data collection used 3 self-applied instruments: a general and labor data survey, the Maslach Burnout Inventory (M.B.I) Scale, and a Psychosocial Factors in Academic Work assessment battery (ACADEMIC FPSIS).

The Epi.Info 6 statistic pack was used or data process and analysis.

The results showed that 80% of teachers had some dimension of the Maslach scale "burnt out". Emotional exhaustion was identified among 43.7%, low personal accomplishment was observed in 40.3%, and depersonalization in 13.3%. Teachers evidenced the presence of psychosocial factors in the fields of educative work in the seven subscales that were evaluated, and as a risk factor for emotional exhaustion. High levels were most commonly observed among occupational demands (40.9%) and performance compensation 29.5%.

To conclude, the presence of negative labor psychosocial factors in occupational fields has a significant impact on teachers, resulting in a higher risk for emotional exhaustion.