Burnout in the teaching profession: a study at the Universidad Politécnica Salesiana Sede Guayaquil, Ecuador

Main Article Content

Iskra Casandra Calle Carrión
Marcelo Javier Bastidas Jiménez


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.


Download data is not yet available.

Article Details

How to Cite
Calle Carrión, I. C., & Bastidas Jiménez, M. J. (2023). Burnout in the teaching profession: a study at the Universidad Politécnica Salesiana Sede Guayaquil, Ecuador. Journal of Business and Entrepreneurial Studie, 7(3). https://doi.org/10.37956/jbes.v7i3.342


Anzules, J., Rojas, L., Párraga, L., Veliz, I., & Villacís, L. (2021). Educational program for the prevention of Burnout Syndrome and Work Stress in university teachers of the Technical University of Manabí, Republic of Ecuador. Polo del Conocimeinto, 1-16.

Aperribai, L., Cotabarria, L., Aguirre, T., Verche, E., & Borges, A. (2022). Teacher's physical activity and mentalhealth during lockdown due to the COVID-2019 pandemic. Frontiers in Psychology, 1-14.

Cabezas, E., & Beltrán, D. (2018). Burnout levels in middle and higher education teachers in the city of Riobamba- Ecuador. SATHIRI, 22-31.

Carvajal, L., Ramos, D., Rueda, D., Puchaicela, M., Cerda, V., & Espín, A. (2020). Job stress and burnout syndrome (Burnout) in nursing teachers at the Central University of Ecuador: March 2019 - March 2020. Journal of Academic Research and Education, 29-41.

Chan, P., Howard, J., Eva, N., & Tse, H. (2022). Systematic review of at-work recovery and a framework for future research. Journal of Vocational Behavior, 137.

de Araujo, T., Costa, J., da Costa, F., Fernandes, X., Medeiros, D., & Souza, E. (2019). Prevalência e fatores associados da síndrome de Burnout em docentes universitários. Revista Brasileira de Medicina do Trabalho, 170-179.

De Jonge, J. (2020). What makes a good work break? Off-job and on-job recovery as predictors of employee health . Industrial Health, 142-152.

Diaz, F., & Gómez, I. (2016). Research on Burnout syndrome in Latin America between 2000 and 2010. Psychology from the Caribbean, 113-131.

Fuster, D., Jara, N., Ramírez, E., Maldonado, H., Norabuena, R., & García, A. (2019). Occupational attrition in university teachers using the confirmatory factor model. Propósitos y Representaciones, 198-230.

Giler, R., Loor, G., Urdiales, S., & Villavicencio, M. (2022). Síndrome de Burnout em professores universitários no contexto da pandemia de COVID-19. Dominio de las Ciencias, 352-374.

Hodgson, E., & Soto, A. (2013). Psychosocial work factors and burnout syndrome in university teachers, Bluefields, Nicaragua. Science and Interculturality, 131-143.

Jarrín, G., Moya, I., Patiño, M., Barandica, Á., & Bravo, V. (2022). Prevalence of Burnout Syndrome in Ecuadorian higher education teachers in times of the Covid pandemic. Polo del conocimiento, 183-197.

Kuhn, A., Kim, E., Lane, H., Wang, Y., Deitch, R., Turner, L., . . . . Parker, E. (2021). Associations between elementary and middle school teachers' physical activity promoting practices and teacher- and school-level factors. International Journal of Behavioral Nutrition and Physical Activity volume, 1-10.

Lovo, J. (2021). Burnout syndrome: A modern problem. Revista entorno, 110-120. Retrieved from https://www.lamjol.info/index.php/entorno/article/view/10371/12034

Martínez, A. (2010). Burnout syndrome. Conceptual evolution and current status of the issue. Vivat Academia, 41-80. Retrieved from https://www.redalyc.org/articulo.oa?id=525752962004

Martínez, G., Guevara, A., & Ornelas, M. (2016). Teacher performance and educational quality. Ra Ximhai, 123-134.

Maslach, C., Jackson, S., & Leiter, M. (1996). Maslach Burnout Inventory Manual, 3rd ed. Palo Alto: Consulting Psychologists Press.

Mejía, C., Chacón, J., Enamorado, O., Garnica, L., Chacón, S., & García, Y. (2020). Factors associated with job stress in workers from six Latin American countries. Journal of the Spanish Association of Specialists in Occupational Medicine, 204-211. Retrieved from https://scielo.isciii.es/pdf/medtra/v28n3/1132-6255-medtra-28-03-204.pdf

Méndez, J. (2004). Work stress or burnout syndrome. Acta Pediátrica de México, 299-302.

Mesurado, B., & Laudadio, J. (2019). Professional experience, psychological capital and engagement. Their relationship with burnout in university teachers. Purposes and Representations, 12-40.

Olivares, V. (2017). Laudatio: Dr. Christina Maslach,. Science & Work, 59-63. Obtenido de https://www.scielo.cl/pdf/cyt/v19n58/0718-2449-cyt-19-58-00059.pdf

Palmer, L., Prince, R., Medina, C., Figueroa, M., López, R., & Rodríguez, G. (2016). Prevalence of burnout syndrome in teachers at the Autonomous University of Baja California, Mexicali, Mexico. Revista Cubana de Salud y Trabajo , 36-40.

Paredes, M., Viloria, H., Lozada, D., Guale, J., & Guzman, J. (2021). Burnout and coping in university teachers in Ecuador, 2020. GICOS: Journal of the Community and Health Research Group, 39-55.

Park, H., Jang, J., & Nam, J. (2021). Physical activity buffers the effects of work-family conflict on work engagement through mastery recovery experience . Current Psychology, 348-358.

Ramos, M., Alfonzo, I., Peñafiel, K., Macías, E., & Labrada, E. (2020). Burout syndrome in teachers from two universities in Ecuador. Revista Dilemas Contemporáneos: Educación, Política y , 1-17.

Ranchal, A., & Vaquero, M. (2008). Burnout, physiological and anthropometric variables: a study in teachers. Medicina y Seguridad del Trabajo, 47-55. Retrieved from https://scielo.isciii.es/pdf/mesetra/v54n210/original4.pdf

Rodríguez, J., Guevara, A., & Viramontes, E. (2017). Burnout syndrome in teachers. IE Revista de Investigación Educativa de la REDIECH, 45-67.

Rozas, G. (2016). Levels of professional burnout in teachers and prevention strategies. The case of the faculties of Health, Education and Social Sciences of the University of Santo Tomás. Málaga: Servicio de Publiaciones y Divulgación Cientifica.

Steed, L., Swider, B., Keem, S., & Liu, J. (2021). Leaving Work at Work: A Meta-Analysis on Employee Recovery From Work. Journal of Mangement, 867-897.

Tarco, Á., Llano, G., Carlozama, J., Mejía, P., Borja, T., & Guanoluisa, L. (2021). Burnout syndrome in university teachers of technical and social careers. Revista de Información científica para la Dirección en Salud. INFODIR, 1-9.

Ugalde, J., & Molestina, C. (2018). Burnout in teachers of the Faculty of Industrial Engineering of the University of Guayaquil-Ecuador. Revista Espacios, 26.

Vinueza, A., Aldaz, N., Mera, C., Tapia, E., & Vinueza, M. (2021). Burnout syndrome in Ecuadorian healthcare personnel during the COVID-19 pandemic. Correo Científico Médico. Retrieved from https://revcocmed.sld.cu/index.php/cocmed/article/view/3808

Vinueza, C., Barreno, E., & Flores, C. (2020). Burnout in teachers of an agronomic technological institute. CienciAmerica, 1-8.