Burnout in Teaching Practice: Characteristics and Socio-emotional Intervention Strategies

Authors

DOI:

https://doi.org/10.62697/rmiie.v5i3.395

Keywords:

Burnout, strees, emotional well-being

Abstract

Burnout is described as a state of emotional and physical exhaustion derived from chronic stress and demotivation in the workplace. The present study analyzed the characteristics, causes, and intervention strategies aimed at preventing burnout in the educational context. The objective of the research was to identify the main characteristics and causes of burnout in the educational field and to promote support strategies to effectively prevent and address burnout. The study employed a non-probabilistic convenience sample in order to fulfill the purpose of the research. The results revealed the presence of symptoms associated with burnout, such as emotional exhaustion, frustration, anxiety, and excessive energy consumption. Based on the findings, socio-emotional intervention strategies were proposed to promote teachers’ emotional well-being. Addressing teacher burnout from a comprehensive approach contributes to improving the work climate, strengthening emotional health, and ensuring effective educational practice.

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Author Biography

Rosa Iris Ordoñez-García, Secretaría de Educación Pública. México.

 

 

References

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Published

2026-06-26

How to Cite

Ordoñez-García, R. I. (2026). Burnout in Teaching Practice: Characteristics and Socio-emotional Intervention Strategies. Revista Mexicana De Investigación E Intervención Educativa, 5(3), 109–120. https://doi.org/10.62697/rmiie.v5i3.395

Issue

Vol. 5 No. 3 (2026): Aprender para transformar: nuevas perspectivas de la educación contemporánea (julio-septiembre)

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Artículos

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Copyright (c) 2026 Rosa Iris Ordoñez-García

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