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

Resumen

Bajo la premisa de que el burnout constituye un fenómeno heterogéneo en la experimentación de sus síntomas, en los últimos anos, ˜ un número creciente de trabajos se ha orientado hacia la identificación de perfiles sintomáticos de burnout en el profesorado. En el presente estudio, se analizan las diferencias en la conformación de los perfiles de síntomas de burnout en docentes de etapas educativas iniciales y medias, así como en docentes que simultanean ambas etapas. Asimismo, se analiza si los perfiles identificados difieren en su funcionamiento psicológico adaptativo (florecimiento, autoeficacia, esperanza, optimismo y resiliencia). A partir de una muestra de 1.290 docentes (Medad = 43.04, DT = 13.13, 73.7% mujeres), se identifican dos perfiles (con y sin burnout) en las etapas inicial y media, y cuatro perfiles (tres perfiles con sintomatología de burnout) en el profesorado que ejerce en ambas etapas. Los perfiles con síntomas de burnout evidencian un funcionamiento psicológico significativamente más pobre. Estos hallazgos permiten identificar al profesorado que, en virtud de su sintomatología de burnout, requieren una atención prioritaria en aras de potenciar su funcionamiento organizacional positivo.

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