Perfiles docentes basados en síntomas de burnoutdiferencias entre etapas educativas y relación conel funcionamiento psicológico adaptativo

  1. Carlos Freire 1
  2. María del Mar Ferradás 1
  3. Alba García-Bértoa 1
  4. José Carlos Núnez 2
  5. Antonio Valle 1
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2023

Volumen: 28

Número: 1

Páginas: 1-9

Tipo: Artículo

DOI: 10.1016/J.PSICOE.2022.07.002 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Objetivos de desarrollo sostenible

Resumen

On the premise that burnout is a heterogeneous phenomenon in terms of the symptoms people experience, a growing number of studies in recent years have aimed to identify symptomatic profiles of burnout in teachers. The present study analyzes possible differences in the make-up of profiles of burnout symptoms in teachers working in initial and middle educational stages, as well as teachers working in both stages at the same time. It also seeks to determine whether those profiles differ in terms of adaptive psychological functioning (flourishing, self-efficacy, hope, optimism, and resilience). From a sample of 1,290 teachers (Mage = 43.04, SD = 13.13, 73.7% women), two profiles were found (with and without burnout) in early and middle school teachers, and four profiles in teachers who work in both stages (three profiles of burnout symptoms). Those with profiles of burnout symptoms exhibited significantly poorer psychological functioning. These findings allow to identify those teachers who, due to their burnout symptoms, need priority attention in order to reinforce their positive organizational behavior.

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