Journal of Business and entrepreneurial
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Burnout in the teaching profession: a study at the
Universidad Politécnica Salesiana Sede Guayaquil,
Ecuador
El burnout en el ejercicio docente: un estudio en la
Universidad Politécnica Salesiana Sede Guayaquil, Ecuador
Iskra Casandra Calle Carrión
*
Marcelo Javier Bastidas Jiménez*
ABSTRACT
The most productive organizations invest in their
human capital and implement strategies to reduce
levels of stress and fatigue at work. Burnout affects
many countries in Europe and Latin America,
especially those in the medical and teaching
professions. Ecuador is no exception. The objective
of this research is to know how Burnout Syndrome
affects the teaching staff of an Ecuadorian university,
using a descriptive methodology with a quantitative
approach. The method used was the survey, using an
instrument based on the "Maslach" burnout
inventory, a tool that consists of 22 questions divided
into three dimensions: emotional exhaustion,
depersonalization and personal fulfillment. For the
analysis, the following groups were defined: no
burnout, mild/moderate burnout and severe
burnout. A higher percentage of severe burnout is
evidenced in men. The same occurs in the group of
people between 35 and 44 years of age. It is
concluded that there is an affectation in the quality of
life of the teachers of the Salesian Polytechnic
University caused by the Burnout Syndrome, it is
recommended to improve the working condition of
the employees to raise the levels of motivation and
productivity of the organization.
* Msc. Universidad Politécnica Salesiana, Guayaquil, Ecuador,
icalle@ups.edu.ec, https://orcid.org/0000-0001-5766-7170
* Msc. Universidad Politécnica Salesiana, Guayaquil, Ecuador,
mbastidas@ups.edu.ec, https://orcid.org/0000-0001-6448-1286
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Keywords: industrial safety, occupational health,
management system, strategies, risks, accidents,
prevention.
RESUMEN
Las organizaciones más productivas invierten en su
capital humano e implementan estrategias para
reducir niveles de estrés y cansancio laboral. El
Burnout afecta a muchos países de Europa y
Latinoamérica, sobre todo a aquellos que ejercen
profesiones médicas y de docencia. El Ecuador no es
la excepción. El objetivo de esta investigación es
conocer de qué manera el Síndrome de Burnout
afecta al personal docente de una universidad
ecuatoriana, utilizando una metodología de carácter
descriptivo con un enfoque cuantitativo. El método
utilizado fue la encuesta, empleando un instrumento
basado en el inventario de burnout de “Maslach”.
herramienta que consta de 22 preguntas divididas en
tres dimensiones que son: cansancio emocional,
despersonalización y realización personal. Para el
análisis se definieron lo grupos: sin burnout, burnout
leve/moderado y burnout grave. Se evidencia un
porcentaje mayor de burnout grave en los hombres.
De igual forma sucede en el grupo de personas entre
35 y 44 años. Se concluye que existe una afectación
en la calidad de vida de los docentes de la
Universidad Politécnica Salesiana provocado por el
Síndrome de Burnout, se recomienda mejorar la
condición laboral de los empleados para elevar los
niveles de motivación y productividad de la
organización.
Palabras claves: seguridad industrial, salud
ocupacional, sistema de gestión, estrategias, riesgos,
accidentes, prevención.
INTRODUCTION
It is necessary to clearly understand the meaning of Burnout, prior to making a
descriptive analysis of this problem, and especially if we try to evaluate how this
"Burnout Syndrome" affects university teachers, directly and proportionally affecting the
quality of higher education.
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The American psychologist Christina Maslach and her colleague Susan Jackson, who
have been studying this problem since the mid-1970s, state that "burnout is a response
to chronic work stress, shaped by negative attitudes and feelings towards the people
with whom one works, and towards one's own professional role" (Olivares, 2017).
(Olivares, 2017)
Any working person can be affected by Burnout, however, through various
investigations worldwide, it is possible to identify which professions are more
compromised by this syndrome, either by the intensity of the tasks to be performed, by
the organizational culture where these people generally develop, or even by factors
specific to the city or country where they work.
Among the professions most affected by "Burnout Syndrome" are Medicine, Nursing,
Social Work and Teaching. "Most studies cite teachers as one of the professions most
affected by burnout syndrome, especially secondary school teachers, along with other
professions such as nursing, medicine and social work" (Ranchal & Vaquero, 2008).
It makes sense to think that there are countries where occupational burnout is
predominant, either by economic development, social culture, sociodemographic
characteristics, among others. In 2019 several Research groups from Peru, Honduras,
Argentina and Colombia conducted a study on factors associated with occupational
stress in workers in six Latin American countries, resulting in "The country with the
highest level of stress was Venezuela (63%), followed by Ecuador (54%) and Panama
(49%); The countries with the lowest percentages of stress were Peru (29%) and
Colombia (26%)." (Mejía, et al., 2020)
It is important to highlight that Burnout has a negative impact on the quality of life of
employees. Salvadoran researcher Javier Lovo assures that "There is no real awareness
of the costs that the presence of the syndrome represents in the quality of life of people
and even more in the production of organizations." (Lovo, 2021)
The medical sector in Ecuador has been greatly impacted by this condition. It is said that
"There is a significant frequency of 27.1% of emotional exhaustion in endocrinology
physicians" 4 Furthermore "More than 90% of medical and nursing staff presented
moderate to severe SB, which was statistically significantly associated with function
(physician vs. nurse, age and gender)." (Vinueza, Aldaz, Mera, Tapia, & Vinueza, 2021)
In the case of university teaching in Ecuador, the results are also interesting. In a study
conducted at the Technical University of Manabi, it was concluded that "full-time
teachers, in general, perceive themselves with a high level of lack of personal fulfillment
and the only cases of high levels for the triad of Burnout syndrome, corresponded to
tenured teachers". (Anzules, Rojas, Párraga, Veliz, & Villacís, 2021)
The problem of having a teaching staff that presents clinical manifestations caused by
this syndrome goes beyond the individual affectation of each employee, it implies a
decrease in the quality of teaching in higher education, since "productivity and the
general economy is based on the productivity of the working population, which is
seriously affected and reduced when burnout is not recognized" (Lovo, 2021). (Lovo,
2021)
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Dr. Christine Maslach and Susan Jackson created an instrument called "Maslach Burnout
Inventory" which measures, on a seven-level frequency scale, the three symptoms that
define burnout: Emotional Exhaustion, Depersonalization and Low Personal Fulfillment
at work.
To ensure high levels of performance in the teaching-learning processes, it is necessary
to take care of the quality of the teacher-student relationship, the teacher is expected
to maintain a positive and empathetic attitude with his direct client, however, Burnout
depersonalizes the teacher being this a "form of coping that protects the worker from
disillusionment and exhaustion. It involves cynical, negative attitudes and feelings about
one's clients, manifested by irritability and impersonal responses". (Martinez, 2010)
Burnout affects the relationships of the teacher with his or her environment, "Work
stress not only affects the person who suffers from it, but all those around him or her:
family, friends, co-workers, students..." (Rodríguez, Guevara, & Viramontes, 2017)
Vocational burnout is also a consequence of burnout. "In engineering teachers we can
find occupational burnout centered strictly to work pressure, relationships with co-
workers, with students who present different technological demands such as design and
creation of new proposals..." (Fuster, et al., 2019)
A teacher with emotional exhaustion, with negative attitudes against his students, co-
workers, and with low personal fulfillment, does not represent an element that
contributes to the competitiveness of private universities, much less to the development
of the country.
It is imperative to find ways to avoid burnout in university teachers. (Mesurado &
Laudadio, 2019). There are countries that have tried to establish strategies to
counteract occupational Burnout and have conducted research in search of mitigating
the impact of this social evil. "It is considered that the study of burnout has advanced to
the extent that it is considered as a health problem that occurs in the work context and
is not only a matter of the caring professions, which have been the most studied." (Diaz
& Gómez, 2016)
The quality of life of university teachers should be a priority for the State, given the
impact on the country's development. In Mexico some researchers conclude that "Due
to the attacks from the media, as well as the different reforms that affect their
profession, teachers are demotivated and in a state of stress..." (Martínez, Guevara, &
Ornelas, 2016)
Some authors have conducted research on the relationship between Burnout and the
quality of life of university teachers, from 1979 until then they have tried to find ways
to understand the behavior of the different internal and external variables that lead
organizations to physically, emotionally and psychologically exhaust their employees,
and most authors conclude that it is necessary to focus on specific clusters, within each
sector and country, since the results differ greatly at the Latin American or European
level.
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MATERIALS AND METHODS
The research developed in this article has a quantitative approach with a descriptive
methodology. The method used was the survey, using a structured instrument
consisting of two parts, the first is a battery of 22 closed questions with a time frequency
scale and the second a battery of identification questions. The battery of questions on
burnout is based on the Maslach burnout inventory, developed by Cristina Maslach and
consists of 22 questions, divided into three categories: personal exhaustion,
depersonalization and personal fulfillment.
Table 1. Dimensions assessed in the Maslach Burnout Inventory.
Dimension
Questions involved
Emotional fatigue
1−2−3−6−8−13−14−16−20
Depersonalization
5-10-11-15-22
Personal
relationship
4-7-9-12-17-18-19-21
Source: (Maslach, Jackson, & Leiter, 1996)
Each question of the Maslach Burnout Inventory is evaluated according to a frequency scale:
0 = Never.
1 = Few times a year.
2 = Once a month or less.
3 = A few times a month.
4 = Once a week.
5 = A few times a week.
6 = Every day.
In addition to the questions in the Maslach inventory, demographic variables were
included: sex, age group, marital status, number of children, religion and educational
level.
The data collection method was the electronic survey, with the help of the QuestionPro
platform. The instrument was a structured questionnaire.
The population considered for this study is made up of teachers at the Salesian
Polytechnic University, Guayaquil campus. This population consists of 262 teachers
distributed in 23 careers and two campuses, Centenario and María Auxiliadora.
To obtain the sample size, a pilot sample of 20 teachers was used to obtain an estimate
of the adjusted population proportion of 0.9. The sample was calculated considering a
confidence level of 95% and a maximum admissible error of 5%.
𝑛 =
𝑍
!/#
#
𝑃𝑄𝑁
𝑒
#
(
𝑁 − 1
)
+ 𝑍
!/#
#
𝑃𝑄
𝑛 =
(
1.96
)
#
(0.9)(0.1)(262)
(0.05)
#
(
262 − 1
)
+
(
1.96
)
#
(0.9)(0.1)
𝑛 ≅ 91
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61
RESULTS
The constitution of the sample is shown in Table 2: 53.97% of the respondents were
men and 46.03% were women. Regarding the age group, 11.11% were between 25 and
34 years old, 36.51% between 35 and 44 years old, 34.92% between 45 and 54 years old
and 17.46% between 55 years old and older. Regarding marital status, 61.90% indicated
that they were married, 20.63% were single and the rest were divorced or widowed.
Regarding the number of children, 20.60% said they had no children, 20.60% said they
had one child, 38.10% had two children and the other 20.60% said they had three or
more children. The predominant religion was Catholic with 73.02%, followed by
Evangelical with 15.87%. There were 3.17% atheists and 3.17% with no religion. Finally,
with respect to educational level, 4.76% have a bachelor's or engineering degree, 82.54%
have a master's degree and 12.70% have a doctorate.
Table 1. Demographic variables
Table 3 shows the percentages of a set of psychographic variables that were also
included in the present investigation.
Variable Categoría Porcentaje
Masculino 53,97%
Femenino 46,03%
< 25 0,00%
25 - 34 11,11%
35 - 44 36,51%
45 - 54 34,92%
55 + 17,46%
Solter@ 20,63%
Casad@ 61,90%
Divorciad@ 14,29%
Viud@ 1,59%
Unid@ 1,59%
Ninguno 20,60%
1 20,60%
2 38,10%
3 19,00%
Más de 3 1,60%
Católica 73,02%
Evangélica 15,87%
Sin religión 4,76%
Ateo 3,17%
Otra religión 3,17%
Licenciatura/Ingeniería 4,76%
Maestría 82,54%
Doctorado 12,70%
Sexo
Grupo etario
Estado civil
Religión
Nivel educativo
Número de
hijos
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Table 2. Psychographic variables
The battery of questions of the Maslach burnout inventory was applied and the results
shown in Table 4 were obtained.
Table 3. Responses to the Maslach burnout inventory questions.
Variable Categoría Porcentaje
Si 53,97%
No 46,03%
4 o menos 1,60%
Entre 5 y 6 74,60%
Entre 7 y 9 23,80%
Más de 9 0,00%
Ninguna 41,30%
Entre 30 y 69 42,90%
Entre 70 y 149 11,10%
Entre 150 y 300 1,60%
Más de 300 3,20%
Cat. Id.
Statement Nunca
Pocas veces
al año
Una vez al
mes o
menos
Unas pocas
veces al
mes
Una vez a la
semana
Unas pocas
veces a la
semana
Todos los
días
1
Me siento emoci onal mente agotado/a por mi trabajo. 12,12% 22,73% 12,12% 10,61% 7,58% 21,21% 13,64%
2
Me siento cansado al final de la jornada de trabajo. 3,03% 16,67% 6,06% 13,64% 7,58% 21,21% 31,82%
3
Cuando me levanto por la mañana y me enfrento a otra
jornada de trabajo me siento fatigado.
21,21% 22,73% 3,03% 18,18% 6,06% 19,70% 9,09%
6
Siento que trabajar todo el día con personas supone un gran
esfuerzo y me cansa.
36,36% 21,21% 13,64% 7,58% 3,03% 9,09% 9,09%
8
Siento que mi trabajo me está desgastando/Me siento
quemado por mi trabajo.
24,24% 16,67% 7,58% 12,12% 12,12% 16,67% 10,61%
13
Me siento frustrado/a en mi trabajo. 37,88% 30,30% 10,61% 6,06% 3,03% 9,09% 3,03%
14
Siento que estoy demasiado tiempo en mi trabajo. 22,73% 19,70% 7,58% 10,61% 7,58% 4,55% 27,27%
16
Traba ja r di recta mente con l a gente me produce es trés. 42,42% 22,73% 10,61% 15,15% 0,00% 3,03% 6,06%
20
Me siento acabado en mi trabajo, al l ímite de mis
posibilidades.
48,48% 13,64% 6,06% 10,61% 7,58% 7,58% 6,06%
5
Creo que estoy tratando a algunas personas como si fueran
objetos impersonales.
75,76% 4,55% 1,52% 6,06% 4,55% 6,06% 1,52%
10
Me he vuelto más i ns ensi bl e con l a gente. 61,54% 18,46% 4,62% 4,62% 3,08% 7,69% 0,00%
11
Pienso que este trabajo me está endureciendo
emoci ona l mente.
56,06% 15,15% 6,06% 9,09% 4,55% 6,06% 3,03%
15
No me preocupa rea l mente l o que l es ocurra a a l gunas de l as
personas a las que debo atender profesionalmente.
66,67% 9,09% 6,06% 3,03% 4,55% 3,03% 7,58%
22
Creo que las personas a las que atiendo me culpan de
algunos de sus problemas.
57,58% 25,76% 6,06% 4,55% 4,55% 1,52% 0,00%
4
Tengo facil idad para comprender como se sienten las
personas a las que tengo que atender
1,54% 3,08% 1,54% 6,15% 4,62% 15,38% 67,69%
7
Creo que trato con mucha eficacia l os problemas de las
personas que atiendo
3,03% 3,03% 3,03% 0,00% 1,52% 16,67% 72,73%
9
Creo que con mi trabajo estoy influyendo positivamente en la
vida de otras personas.
3,03% 3,03% 1,52% 1,52% 3,03% 16,67% 71,21%
12
Me siento con mucha energía en mi trabajo. 4,55% 1,52% 3,03% 3,03% 7,58% 33,33% 46,97%
17
Siento que puedo crear con facilidad un clima agradable en
mi trabajo
1,52% 1,52% 3,03% 6,06% 9,09% 15,15% 63,64%
18
Me siento motivado después de trabaja r en contacto con las
personas que atiendo.
3,03% 3,03% 1,52% 6,06% 3,03% 33,33% 50,00%
19
Creo que consigo muchas cosas valiosas en este trabajo. 0,00% 7,58% 1,52% 7,58% 7,58% 24,24% 51,52%
21
En mi tra baj o trato l os probl emas emoci ona l es con mucha
calma.
1,52% 1,52% 3,03% 1,52% 4,55% 15,15% 72,73%
Cansancio emocional
Despersonalización
Realización personal
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Considering what is indicated in Table 1, we proceeded to generate the three main
categories into which the MBI is divided and to make the corresponding descriptive
statistics. Each dimension is evaluated according to the ranges shown in Table 5.
Table 4. Reference for the interpretation of the results obtained in each of the dimensions of
the Maslach burnout inventory.
Source: (Maslach, Jackson, & Leiter, 1996)
The emotional exhaustion dimension, 47.60% have a low indicator, 14.30% have a
medium indicator and 38.10% have a high indicator.
Chart 1. Statistics on the levels of the emotional exhaustion dimension.
In the depersonalization dimension, 65.10% have a low indicator, 19.00% have a medium
indicator and 15.90% have a high indicator.
Dimensión
Puntuación
ba ja
Puntuación
media
Puntuación
alta
Cansancio emocional ≤ 18 19 - 26 ≥ 27
Despersonalización ≤ 5 6 -9 ≥ 10
Relación personal ≥ 40 34 - 39 ≤ 34
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Chart 2. Statistics on the levels of the depersonalization dimension.
The personal fulfillment dimension, 88.90% have a low indicator, 6.30% have a medium
indicator and 4.80% have a high indicator.
Chart 3. Statistics on the levels of the self-fulfillment dimension.
As has been shown, there are several levels for the different dimensions of burnout and
there are no cut-off points for measuring the existence or not of burnout syndrome,
but it is considered that levels in the different dimensions can define the existence of
the syndrome. Below is a graph showing the frequency with which the different
individuals studied obtained high scores in 1 or more of the burnout dimensions.
4.76% of the respondents do not have high scores on any of the dimensions, 57.14%
have high scores on one of the dimensions, 28.57% have high scores on two dimensions,
and 9.52% have high scores on all three dimensions, which could be considered at-risk
individuals.
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Chart 4. Number of dimensions with high scores
Depending on the number of dimensions with high scores, the following groups were
defined: no burnout (0 dimensions with high scores), mild/moderate burnout (1 or 2
dimensions with high scores) and severe burnout (3 dimensions with high scores).
Table 6 shows the percentages of burnout according to the different demographic
variables. A higher percentage of severe burnout is evidenced in men. The same occurs
in the group of people between 35 and 44 years of age. Married people have a higher
level of severe burnout. With regard to religion, there is a higher level of severe burnout
among Catholic and evangelical teachers. Severe burnout is higher in those with one or
three children and finally, there is a higher prevalence of severe burnout in teachers
with a doctorate.
No statistically significant association was found between burnout and demographic
variables.
Table 5. Percentage of burnout according to demographic variables. A level of statistical
significance is considered if p < 0.05.
Variable Categoría Sin Burnout Burnout leve/moderado Burnout grave Valor p
Mascul i no 5,90% 82,40% 11,80%
Femenino 3,40% 89,70% 6,90%
< 25 - - -
25 - 34 - 100,00% -
35 - 44 8,70% 78,30% 13,00%
45 - 54 4,50% 86,40% 9,10%
55 + 90,90% 9,10%
Solter@ 7,70% 92,30% -
Casad@ 5,10% 79,50% 15,40%
Divorciad@ - 100,00% -
Viud@ - 100,00% -
Unid@ - 100,00% -
Católica 6,50% 82,60% 10,90%
Evangélica - 90,00% 10,00%
Sin religión - 100,00% -
Ateo - 100,00% -
Otra religión - 100,00% -
Ninguno 100,00%
1 7,70% 76,90% 15,40%
2 8,30% 83,30% 8,30%
3 83,30% 16,70%
Más de 3 100,00%
Licenciatura/Ingeniería - 100% -
Maestría 5,80% 84,60% 9,60%
Doctorado - 87,50% 12,50%
0,978
0,75
0,898
Número de hijos
0,711
0,818
0,761
Sexo
Grupo etario
Estado civil
Religión
Nivel educativo
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Table 7 shows the percentages of burnout according to the different psychographic
variables. A higher percentage of severe burnout is evidenced in those teachers with
fewer hours of sleep. Likewise, a higher level of burnout was found in smokers. Finally,
a higher level of burnout is shown in those with no physical activity and even higher in
those with more than 150 minutes of physical activity per week.
A statistically significant association was found between burnout and the number of
hours of sleep (p=0.029). There was also an association with the time spent in weekly
physical activity (p=0.038).
Table 6. Percentage of burnout according to psychographic variables. A level of statistical
significance is considered if p < 0.05.
DISCUSSION
Some researchers, whose work revolves around the burnout syndrome, point out that
this syndrome occurs mainly in professionals who offer their main attention or work to
people, citing cases such as health workers, direct customer service personnel, teachers,
workers in public entities, housing, social services, among others. (Méndez, 2004).
Studies on burnout conducted in Ecuador and Mexico show that this phenomenon is
closely related to occupational stress and that the most acute and even chronic
manifestations occur when teachers are involved in the studies (Rodríguez, Guevara, &
Viramontes, 2017)..
The present study conducted among teachers at the Universidad Politécnica Salesiana,
Guayaquil, was carried out using a version of the Maslach burnout inventory. The study
revealed the absence of burnout in 4.76% of the teaching population, while 85.71% of
teachers were identified with burnout levels between mild and moderate (high scores in
one or two dimensions evaluated) and finally, 9.52% of teachers were found to have a
severe burnout level (high scores in all three dimensions).
These results are not far from those obtained by. (Palmer, et al., 2016)who report a
prevalence of burnout syndrome of 2.6% in teachers at a university in Baja California,
nor from the results obtained by (Carvajal, et al., 2020) in which it is indicated that in
the teachers of the Nursing Career of the Central University of Ecuador it was observed
that 4% of the teachers had severe work stress.
Variable Categorías Sin Burnout Burnout leve/moderado Burnout grave Valor p
4 o menos - - 100%
5 a 6 6,40% 85,10% 8,50%
7 a 9 - 93,30% 6,70%
Si - 80% 20%
No 5,20% 86,20% 8,60%
Ninguna 7,70% 80,80% 11,50%
30 - 69 minutos 3,70% 92,60% 3,70%
70 - 149 minutos - 100% -
150 a 300 minutos - - 100%
Más de 300 minutos - 50% 50%
0,029
0,636
0,038
Fuma
Actividad física
Horas de sueño
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Other studies, however, report higher levels of burnout, as do. (Vinueza, Barreno, &
Flores, 2020)where it is indicated that 24.14% of teachers in an agronomic technological
institute present burnout syndrome, (Paredes, Viloria, Lozada, Guale, & Guzman, 2021)
conclude that in the Faculty of Administrative Sciences of the University of Guayaquil
there is a percentage of 21.4% of teachers with high levels of burnout. (Rozas, 2016)
concludes that teachers of the Faculties of Health, Education and Sciences of the
University of Santo Tomás have a burnout syndrome proclivity of 48%.
In the burnout dimensions, emotional exhaustion shows high scores in 38.10% of the
cases, depersonalization shows high scores in 15.90% of the teachers and personal
accomplishment shows high scores in 4.80% of the cases, which means that the highest
prevalence is exhibited in the dimension of emotional exhaustion. These results show
similarity to the findings of (Jarrín, Moya, Patiño, Barandica, & Bravo, 2022) which
indicate that the emotional exhaustion dimension is the most affected with 30.08% of
the cases; (Ramos, Alfonzo, Peñafiel, Macías, & Labrada, 2020) which evidences that
the dimension with the highest scores is emotional exhaustion with 25.9% of cases,
obtained from two Ecuadorian universities, (Anzules, Rojas, Párraga, Veliz, & Villacís,
2021) find the highest levels in the dimension of emotional exhaustion at 17%.
CONCLUSIONS
The teaching profession is one of the professions with a significant prevalence of burnout
syndrome. Teachers at the Salesian Polytechnic University are no exception and
although the issue in the institution is not so serious, it is necessary for the authorities
to take appropriate actions to influence the current levels of work stress and thus
eradicate the burnout syndrome.
As in some of the studies cited above, it is evident that the dimension with the highest
scores is emotional exhaustion and depersonalization, while personal fulfillment does
not have high scores. The finding of the relationship between burnout and variables
related to hours of sleep and physical activity is important, which leads the institution to
undertake initiatives that promote integration through on-site physical activities, in such
a way that they represent a motivating factor and at the same time mitigate the levels of
prevalence of the syndrome.
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