Associated factors and psychological impacts of Burnout Syndrome in university teachers [Factores asociados e impactos psicológicos del Síndrome de Burnout en docentes universitarios]
DOI:
https://doi.org/10.62574/45tb3b12Keywords:
occupational diseases, mental stress, psychological effectsAbstract
The objective of this study was to analyze the associated factors and psychological impacts of Burnout Syndrome in university teachers through a systematic analysis of research published between 2019 and 2024. The research examines the interrelationships between organizational, personal, and contextual factors that contribute to the development of the syndrome. Using systematic literature review, the study identifies how emotional exhaustion, depersonalization, and reduced personal accomplishment emerge from the interaction between excessive job demands and insufficient resources. The results reveal that the prevalence of Burnout in university teachers ranges from 25% to 74%, with psychological manifestations including anxiety, depression, cognitive impairment, and sleep disturbances. The resulting theorization proposes a conceptual framework that recognizes the multidimensional nature of the syndrome and articulates intervention strategies at both individual and institutional levels, thus contributing to the construction of healthier and more sustainable academic environments.
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