Burnout Syndrome in teachers of Normal Schools of Sonora, Mexico.

Abstract

This study was conducted with 122 teachers from Normal Schools in Sonora, using the Maslach Burnout Inventory to determine the level of work and emotional stress they experience when carrying out their activities within their institutions. The quantitative research, with a descriptive scope, adds to the analysis the type of contract, age, and participation in the Curricular Co-design of educational programs as possible factors that contribute to job burnout. The results suggest that, although the majority of teachers do not experience high levels of burnout, there is a significant proportion that presents emotional exhaustion and lack of personal fulfillment. It is suggested that prevention and intervention strategies be implemented against burnout in the educational field.