Workload in the professional performance of teachers at the Mayor Galo Miño Educational Unit, 2024-2025 [Carga laboral en el desempeño profesional docente de la Unidad Educativa Mayor Galo Miño, 2024-2025]
DOI:
https://doi.org/10.62574/rmpi.v5iEducativa.455Keywords:
professional exhaustion, working conditions, worker performanceAbstract
The study aimed to determine the effects of workload on the professional performance of teachers at the Mayor Galo Miño Educational Unit during the 2024-2025 academic year. A quantitative paradigm with a non-experimental descriptive-correlational cross-sectional design was used, applying the Maslach Burnout Inventory, Utrecht Work Engagement Scale, and institutional performance evaluation to 28 teachers. The results showed low levels of emotional exhaustion (64.3%) and depersonalisation (60.7%), but 32.1% showed low personal fulfilment. Engagement showed predominantly average levels in all three dimensions. The multiple regression model revealed that only personal fulfilment significantly predicts teaching performance (β = 0.199, p = 0.011), explaining 37.6% of its variance. The motivational component of burnout is more decisive for performance than the dimensions of emotional exhaustion, requiring institutional interventions aimed at strengthening motivational resources through professional recognition and development opportunities.
Downloads
References
Abós, Á., Sevil, J., Sanz-Remacha, M., Corral, A., & Estrada, S. (2019). How do sources of teachers' stress affect the development of burnout? An analysis among physical education teachers. ESHPA – Education, Sport, Health and Physical Activity, 3(1), 1–15.
Bakker, A. B., & Demerouti, E. (2013). La teoría de las demandas y los recursos laborales [The job demands-resources theory]. Journal of Work and Organizational Psychology, 29, 107–115. https://doi.org/10.5093/tr2013a16
Balcázar, J. (2014). Influencia del estrés laboral en el desempeño académico del docente de educación secundaria [Influence of work stress on the academic performance of secondary education teachers]. LOGOS, 2(1). https://doi.org/10.21503/log.v2i1.350
Baldeón-Dávila, M. R., Janampa-López, L. R., Rivera-Lucas, J. A., & Santivañez-Meza, L. M. (2023). Síndrome de burnout: una revisión sistemática en Hispanoamérica [Burnout syndrome: A systematic review in Latin America]. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 4(1). https://doi.org/10.56712/latam.v4i1.378
Burgos-Briones, J. G., Cevallos-Ponce, V. N., & Anchundia-Párraga, J. D. (2019). Síndrome de burnout y calidad educativa docente [Burnout syndrome and teaching educational quality]. Revista Arbitrada Interdisciplinaria Koinonía, 4(8). https://doi.org/10.35381/r.k.v4i8.481
Charria-Ortiz, V. H., Romero-Caraballo, M. P., & Sarsosa-Prowesk, K. (2022). Bienestar laboral y condiciones de trabajo en docentes de primaria y secundaria [Work well-being and working conditions in primary and secondary teachers]. CES Psicología, 15(3). https://doi.org/10.21615/cesp.5984
Cornejo-Báez, W., & Cornejo-de-Campos, G. (2015). Síndrome de burnout, motivación y calidad de vida en docentes de ICA [Burnout syndrome, motivation and quality of life in teachers from ICA]. Revista Enfermería La Vanguardia, 3(1). https://doi.org/10.35563/revan.v3i1.245
Fernandes, M. do C., & Martins, V. (2023). Personal resources, work demands and work outcomes: A test of the JD-R model. Open Journal of Business and Management, 11(4), 1704–1722. https://doi.org/10.4236/ojbm.2023.114096
Garcés-Delgado, Y., García-Álvarez, E., López-Aguilar, D., & Álvarez-Pérez, P. R. (2023). Incidencia del género en el estrés laboral y burnout del profesorado universitario [Incidence of gender on work stress and burnout in university faculty]. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 21(3). https://doi.org/10.15366/reice2023.21.3.003
Giauque, D., Cornu, F., & Pacht, S. (2024). The relationship between new ways of working and employee engagement: First and foremost a matter of environment fit. Administrative Sciences, 14(12). https://doi.org/10.3390/admsci14120338
Gynning, B. E., Karlsson, E., Teoh, K., Gustavsson, P., Christiansen, F., & Brulin, E. (2024). Contextualising the job demands–resources model: A cross-sectional study of the psychosocial work environment across different healthcare professions. Human Resources for Health, 22(1). https://doi.org/10.1186/s12960-024-00958-1
Korsakienė, R., Stankevičienė, A., & Nawal, A. (2024). Work engagement and individual performance of teachers: The role of job demands and job resources. Problems and Perspectives in Management, 22(3), 528–541. https://doi.org/10.21511/ppm.22(3).2024.40
Onyishi, I. E., Nohe, C., Ugwu, F. O., Amazue, L. O., & Hertel, G. (2024). When high work engagement is negative for family tasks: Mechanisms and boundary conditions. Frontiers in Psychology, 15, Article 1403701. https://doi.org/10.3389/fpsyg.2024.1403701
Prieto-Molinari, D. E., & Choy-Vessoni, R. A. (2023). Desempeño docente: las consecuencias del burnout y su relación con factores protectores [Teaching performance: The consequences of burnout and its relationship with protective factors]. Propósitos y Representaciones, 11(3). https://doi.org/10.20511/pyr2023.v11n3.1812
Romero, V., Núñez, J. C., Freire, C., & Ferradás, M. del M. (2023). Funcionamiento psicológico adaptativo y burnout en docentes: implicaciones sobre los procesos instruccionales [Adaptive psychological functioning and burnout in teachers: Implications for instructional processes]. Psychology, Society & Education, 15(1). https://doi.org/10.21071/pse.v15i1.15345
Salvadorinho, J., & Teixeira, L. (2023). Happy and engaged workforce in Industry 4.0: A new concept of digital tool for HR based on theoretical and practical trends. Sustainability, 15(3). https://doi.org/10.3390/su15032781
Teixeira, P. M. R., & Santos, F. C. A. (2024). Work engagement measures: A systematic literature review. Universitas Psychologica, 23, 1–16. https://doi.org/10.11144/javeriana.upsy23.wems
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Pamela Sarit Analuisa-García, Iván Omar Álvarez-Medina, José Luis González-Márquez
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CC BY-NC-SA : This license allows reusers to distribute, remix, adapt and build upon the material in any medium or format for non-commercial purposes only, and only if attribution is given to the creator. If you remix, adapt or build upon the material, you must license the modified material under identical terms.
OAI-PMH URL: https://rperspectivasinvestigativas.org/index.php/multidiscipinaria/oai
