Post-pandemic prevention strategies for burnout syndrome in Peruvian university teachers

Abstract

Prevention strategies are methods aimed at helping, because it is a continuous process, which must be considered as an integral part of the educational process, especially to overcome the burnout syndrome. In the methodology, a qualitative approach was considered, the design was hermeneutic phenomenological. The population was made up of 9 participants who participated in the technical interview and in the instrument, a semi-structured interview, which makes it possible to delve deeper into the research topic. It is concluded that, for those interviewed, prevention strategies should not be seen as a static and delimited reality in their theory; it is dynamic and adaptive according to the educational context in which students and teachers live. It is decided that teachers, directors and education managers should consider prevention strategies as dynamic and adaptive according to the face-to-face or virtual educational context. They highlight the importance of training, training processes, continuous training, and the use of technological tools in a virtual context. The same ones that must contribute to the application of prevention strategies for students and must help the pedagogy of the teacher. These burnout syndrome prevention strategies consist of a prolonged response by the organism to stressful factors and are required to improve the preparation of the class, as well as the pedagogical, didactic and, above all, emotional processes.