Teacher well-being and burnout: anxiety, depression, and stress in the school context of Florencia, Caquetá

Abstract

Burnout syndrome, along with anxiety, depression, and stress, constitutes one of the main silent challenges faced by teachers in their daily work, affecting job retention. The objective of this study was to analyze the relationship between psychological indicators of anxiety, depression, and stress, and the dimensions of burnout syndrome in teachers at public educational institutions in Florencia, Caquetá. Using a quantitative, cross-sectional, and correlational approach with the participation of 287 teachers, the DASS-21 and MBI-22 respectively. The results showed that most teachers had normal levels of depression and stress, in contrast to anxiety, which was more prevalent in the population. Regarding the dimensions of burnout, low levels of emotional exhaustion and high levels of personal accomplishment were found. However, depersonalization obtained relevant values among the participants, with 34.15% at risk or with partial or complete manifestation of the syndrome. Likewise, the correlational analysis showed significant relationships between stress, anxiety, and emotional exhaustion, as well as between depression and personal accomplishment. It is concluded that, although stress levels were lower than those reported in international studies, the high percentage of teachers exhibiting anxiety and depersonalization indicates vulnerabilities that require appropriate intervention through public education policies and psychosocial support programs to prevent burning out and promote teacher well-being.