Abstract
Objective: The objective of this study is to determine the level of impact of post-COVID-19 Burnout Syndrome in the Faculty of Accounting and Administration at a university in Southeastern Mexico. Theoretical Framework: A diagnosis of post-COVID-19 stress levels and their relationship with tutoring activities in the teaching-learning process is designed and developed, highlighting the importance of mental health as established by the World Health Organization (WHO) and the International Labour Organization (ILO). Method: The universe for this research will be one of the university’s affiliated centers. The methodology will be descriptive, using a questionnaire to measure three important aspects: emotional exhaustion, depersonalization, and personal accomplishment. Results and Discussion: The results revealed high levels of emotional exhaustion in both students and tutors, as well as elevated levels of depersonalization. Lastly, most of the evaluated population shows low levels of personal accomplishment. Based on these results, it is suggested to implement actions for the tutorial action plan to prevent stress-related situations like those associated with Burnout Syndrome. Research Implications: This study presents a positive perspective, providing an opportunity to help students adapt to new situations, while tutors remain alert and motivated to prevent dangers such as chronic stress, depression, and suicide. Tutorial action is oriented towards providing the necessary attention to students during their academic journey, enabling them to achieve adequate academic performance. Originality/Value: This article offers an innovative perspective on burnout syndrome in the university environment. The uniqueness of this work lies in its diagnostic approach, which not only reveals the manifestations of burnout through attitudes, emotions, and beliefs, but also emphasizes the importance of early intervention.
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