Burnout y Factores de Resiliencia en Docentes de Educación Secundaria

Abstract

The teacher's task imposes physical, mental, emotional and relational demands that in interaction with individual resources can negatively impact their health and well-being. The phenomenon of resilience is particularly important in the educational process because, after the family, the school is a key environment for acquiring the necessary skills to get ahead thanks to the ability of people to overcome the difficulties of life. Through empirical study, we intend to establish relationships between the perceptions of burnout and resilience measured in the participants. The invited sample is composed of the high school teachers of the twenty-four Institutes of the province of Huesca (N=1.268) belonging to the public education network in the 2014 academic year. Through voluntary participation, the final sample is formed with n=167 teachers (13.17%). For the measurement of burnout, the adaptation to Spanish (MBI-GS) of Salanova, Schaufeli, Llorens, Peiró and Grau (2000) is used. Resilience is evaluated through the Resilience Evaluation Questionnaire of Serrano-Martínez (2010). The results confirm that the personal characteristics, as well as the resilience of the person, act as modulating variables against the burnout syndrome.