BURNOUT Y DESEMPEÑO LABORAL EN DOCENTES DE LA FACULTAD DE CIENCIAS JURÍDICAS SOCIALES Y DE LA EDUCACIÓN DE LA UNIVERSIDAD TÉCNICA DE BABAHOYO

Abstract

This Curricular Integration Project focuses on the analysis of burnout and job performance among teachers. The general objective of the research is to determine the impact of burnout on the performance of the teachers at FCJSE of the Technical University of Babahoyo, in order to propose intervention strategies for its mitigation. The study follows a mixed methodological approach, is descriptive and cross-sectional, with a non-experimental design. The study population consisted of teachers at this university, previously described. Through a literature review, the key dimensions of each variable were identified to select appropriate techniques and instruments, such as surveys and the MBI-Ed. For data collection, the Maslach Burnout Inventory (MBI) was used to measure burnout levels in terms of emotional exhaustion, depersonalization, and personal accomplishment. A Job Performance Questionnaire was also applied to assess the impact of burnout on work quality, productivity, and job satisfaction. Statistical software was used for quantitative analysis. The results confirmed that burnout affects the job performance of FCJSE teachers. Although a few teachers did not show signs of burnout, they perceived the situation differently, noting that despite the workload, they enjoy their work and find motivation in interacting with students. Most teachers continue to work at the institution because the satisfaction of teaching and educating future generations helps them cope with the heavy workload. The study's limitations included time and population size, leading to the use of probabilistic sampling, as well as difficulty accessing teachers due to their busy schedules.