Burnout and Competency Development in pre-Service Teacher Training

Abstract

Introduction. The burnout syndrome negatively affects the students’ academic performance. The relation between academic burnout and the self-perception of skills in initial teacher training is subjected to analysis. Method. A sample of 274 students (average age= 20,61 years old) from the Bachelor Degree in Early Childhood Education and the Bachelor Degree in Primary Education were involved in the study by filling in the Skills development in the Teaching Training programme questionnaire and the burnout MBI-SS scale. The questionnaire was administered anonymously, voluntarily and individually. Mean scores on both questionnaires through T Students and ANOVA were compared. Results. The group of students with a higher burnout level presented lower levels of selfperception in the development of their skills. Only one dimension of burnout, efficacy, was positively associated with self-perception of the skills’ development. Discussion and Conclusion. It becomes clear the need to carry out a training work that stimulates the acquisition and self-perception of personal and systemic-contextual skills