Síndrome de burnout y calidad de vida laboral en docentes de carreras de servicios humanitarios en una institución privada de educación superior de la ciudad de Guayaquil.

Abstract

This research focuses on analyzing the burnout syndrome on the quality of work life in teachers of humanitarian services careers in a private higher education institution in the city of Guayaquil. Burnout syndrome, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment, raises significant concerns in the educational field, affecting both teaching professionals and the quality of the educational process. The results from the Maslach questionnaire reveal indices of emotional exhaustion, depersonalization, and personal accomplishment, as well as medium and low values in various dimensions of work quality. These findings indicate vulnerability to burnout manifestation among university professors, highlighting specific areas of risk and areas that could benefit from interventions. The research also emphasizes the importance of external factors such as institutional support, job security, and job satisfaction, which influence the work quality of teachers. The main conclusion suggests the need to implement intervention and support strategies to strengthen the mental and emotional health of teachers. Recommendations include promoting healthy work environments, implementing psychological support programs, and considering external factors in institutional policies. This study contributes to understanding burnout syndrome in the university context and provides valuable insights for improving work quality and, consequently, educational quality.