Burnout Syndrome in Basic Education teachers in the Federal District: sociodemographic, work, and family predictors
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26328.012Abstract
This study aimed to examine the predictive power of sociodemographic, work-related, and family variables in explaining the dimensions of Burnout Syndrome among Basic Education teachers in the Federal District, Brazil. This is a quantitative, observational, cross-sectional study with a non-probability sample of 279 teachers. A sociodemographic, work, and family questionnaire, the Spanish Burnout Inventory, and the Survey Work–Home Interaction Nijmegen were used. Data were analyzed using descriptive statistics, internal consistency estimates, and multiple linear regression analyses with a stepwise procedure. The results showed that negative work–family interactions were the most consistent predictors of burnout. Negative work-to-family interference was associated with lower levels of enthusiasm for work and higher levels of psychological exhaustion, indolence, and guilt. Positive interactions showed a protective effect, promoting higher enthusiasm for work and lower psychological exhaustion. It was concluded that teacher burnout is a multidetermined phenomenon and requires institutional interventions and public policies focused on mental health.Keywords: Burnout Syndrome. Teachers. Basic Education. Work–family. Occupational health.
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