Relationship between Burnout Syndrome and Socioemotional Skills in a Private School in Quito
DOI:
https://doi.org/10.62697/rmiie.v4i3.241Keywords:
Burnout syndrome, socio-emotional skills, teachers, emotional exhaustion, self-efficacyAbstract
Currently, the teaching profession demands a high level of emotional exertion, and Burnout Syndrome—understood as a state of exhaustion derived from chronic work-related stress—represents a growing concern. On the other hand, Socio-emotional Skills are cultivated in multiple environments such as the workplace and school, allowing people to establish effective, cordial, and collaborative interactions. The main objective of this research was to analyze the relationship between Burnout Syndrome and Socio-emotional Skills in teachers from a private school in Quito. A quantitative approach with a non-experimental, correlational design was employed on a sample of 31 teachers with more than five years of work experience. The Maslach Burnout Inventory (MBI) and the Self-perceived Teacher Competence Scale (ECAD-EP) questionnaires were administered. The results revealed a low to medium level of Burnout Syndrome, although with considerable Emotional Exhaustion in almost half of the sample. The self-perception of Socio-emotional Skills was high across all dimensions. The correlational analysis confirmed the alternative hypothesis, as an inverse and moderate relationship between Burnout Syndrome and the teachers' Socio-emotional Skills was evidenced (r= -0.416). It was concluded that professional burnout, and particularly exhaustion, is directly related to a decrease in the educators' Socio-emotional Skills, especially their self-efficacy.
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