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Educación Superior

versión impresa ISSN 2518-8283

Resumen

TORRES CALVIMONTES, Claudia A. Burnout Syndrome and Professors (Case: Bolivian University Teachers of the Gabriel René Moreno Autonomous University). Edu. Sup. Rev. Cient. Cepies [online]. 2020, vol.7, n.2, pp. 9-24. ISSN 2518-8283.

Abstract Universities are centers of large concentrations of people at the administrative level, the teaching staff and at the student level. Teachers, as professionals in education, have high expectations regarding their work, performance and knowledge. Yet, such an approach does not match the daily reality around them. This causes conformity, settling into a routine, neglect, and lack of control. The most serious issue in universities is teacher state of mind such as burnout caused by mental, physical and emotional conditions as a result of excessive stress in the long term.  The loss of health stability of the teachers results in an imbalance in their academic functions which at times, effects their home life as well. This situation causes chronic job stress that may lead teachers to become depersonalized. When teachers arrive at the university to teach, they do so with the aim of contributing their knowledge and transmitting their experience. When classes are large with many students, what matters most is if the teacher is dedicated and willing to make the necessary effort. Unfortunately, in many cases, the teachers succumb to routine, stop preparing for their classes and follow instructions automatically or steps as the previous management. Burnout syndrome is a psychological response to chronic job stress.

Palabras clave : Teacher; Syndrome work.

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