Dimensiones laborales del síndrome burnout en docentes investigadores de universidades públicas

Abstract

The objective of this study was to analyze the occupational dimensions of Burnout Syndrome in public university research professors. It was theoretically based on the postulates of Bosqued (2005), Gil-Monte (2005), Maslach and Pines (1977), ILO (2005), Oramas, Hernández and Fernández (2007), Ortega (2006) and Pagés and Reñé (2008), among others. The methodology used was descriptive with a non-experimental, transectional and field design. A survey was used as a technique and the standardized Maslach Burnout Inventory (MBI) questionnaire was used as an instrument, applied to 97 research professors from public universities.

The results revealed a high level of emotional exhaustion, with 40.89% of responses indicating that research professors frequently experience emotional exhaustion during the exercise of their profession, including complementary activities related to the development of research projects. It was observed that the indicators of lack of personal fulfillment and depersonalization were low, while emotional exhaustion was high. This suggests that the pressure on faculty to produce research products as a requirement for job stability constitutes a significant stressor.

In conclusion, the findings highlight the importance of addressing emotional exhaustion among teacher researchers as a relevant problem that requires attention and appropriate preventive measures.