Diagnosis and Intervention Program for Burnout Syndrome in Primary and Secondary Teachers at a School in Pereira

Juan Fernando Matajudios Carmona,Cristian Fernán Muñoz Muñoz

doi:10.13189/ujph.2021.090206

Abstract

The aim objective of this research was to develop and measure the effectiveness of a cognitive behavioral program developed by the authors based on a cognitive behavioral model, in order to counter burnout syndrome in teachers dedicated to the primary and secondary education sector of the city of Pereira, which consists of eight sessions that took place over a period of two months (8 weeks) lasting two hours for each session and applied in a population of eighty primary and secondary teachers from a private school in the city of Pereira, Colombia, during the second half of 2019. The study consisted of a quantitative methodology and quasi-experimental model, with pretest and postest measurements. With a control group of 36 teachers an experimental group consisting of 44 teachers, a sociodemographic labor questionnaire and the Maslach Burnout Inventory were used. The formation of the experimental and control groups was carried out in a homogeneous way with teachers presenting high, medium and low level of burnout. The realization of the statistics was done through the SPSS25 program in its version for Windows and effectiveness results were found for the intervention with demonstrative significance greater than 50% in its three components, Emotional Exhaustion, Low Personal Realization and Depersonalization.

Highlights

The human being is subject to various dysfunctions and alterations that can affect his mental, physical and psychological health. Another studies show an important relationship between psychosocial risk factors at work and different types of disorders such as chronic work stress (Wang et al, 2009; Schultz and others, 2010), so it is very important to assess the presence of burnout in education workers, since, in addition to being necessary, it is urgent, prevent and intervene, to mitigate its effects, since it reduces the quality of life of teachers, which can sometimes lead to extreme death
This study was carried out to verify the efficacy of an Intervention Program designed by the authors, based on a Cognitive-Behavioral approach to counteract Burnout Syndrome in teachers, which was applied to a population of Primary and Secondary teachers, which were part of this study voluntarily; It should be noted that, in the short term, only eight weeks in this program was effective, reducing Burnout Syndrome
This shows us that the application of the program decreased the feeling of Emotional Exhaustion a 68.7%, reducing the perception of low Personal Accomplishment a 55.8%, reducing the Depersonalization evaluated in the participants a 46.3%, between pre-test and post-test measurement

Summary

Introduction

The human being is subject to various dysfunctions and alterations that can affect his mental, physical and psychological health. Many other studies show the consequences of psychosocial risk factors at work that are too closely linked to the condition of Burnout Syndrome, such as absenteeism at work (Darr and Johns, 2008), conflicts in the relationship between work and family (Kinman and Jones, 2008); (Kawakami and Tsutsumi, 2010), sleep disorders (Heponiemi et al, 2009) and other disorders related to mental health (Bourbonnais, Brisson, Vinet, Vézina, & Lower, 2006; Lehr, Hillert, & Keller, 2009; Wang et al, 2009), in addition to depressive disorders (Ylipaavalniemi et al, 2005); (Lehr et al, 2009; Rugulies, Bültmann, Aust, & Burr, 2006) and anxiety disorders This leads to a great interest in the study of Burnout Syndrome at present, which has facilitated an expansion of his study, in which research has been carried out in various professional fields, such as education (Marrau, 2004; Valério, Amorim and Moser, 2009). When teachers are professionals who can be considered at high risk of suffering from this syndrome. (Terán & Botero, 2012); since the 1960s, based on Beck's contributions, researchers have carried out very important Cognitive-Behavioral interventions, which until now have been insufficient, since, in most of these studies, they have made the Measurements of efficacy, but the diagnosis of the participants have not been systematized, to have comparative data of the process before and after the interventions carried out.

Objectives

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Conclusion