Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers
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Título: | Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers |
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Autor/es: | Méndez, Inmaculada | Martínez, Juan Pedro | Ruiz Esteban, Cecilia | García-Fernández, José Manuel |
Grupo/s de investigación o GITE: | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica |
Palabras clave: | Burnout | Quality education | Public health | Teachers | Prevention |
Área/s de conocimiento: | Psicología Evolutiva y de la Educación |
Fecha de publicación: | 15-sep-2020 |
Editor: | MDPI |
Cita bibliográfica: | Méndez I, Martínez-Ramón JP, Ruiz-Esteban C, García-Fernández JM. Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers. International Journal of Environmental Research and Public Health. 2020; 17(18):6760. https://doi.org/10.3390/ijerph17186760 |
Resumen: | Burnout is a reality in the teaching profession. Specifically, teaching staff usually have higher burnout rates. The present study aims to analyze the different burnout profiles and to verify if there were differences between burnout profiles in depressive symptomatology and in the self-esteem of the teachers at school. The total number of participants was 210 teachers from 30 to 65 years. The first scale was the Maslach burnout inventory, the second scale was the Self-Rating depression scale and the third scale was the Rosenberg Self-Esteem Scale . The latent class analysis identified three burnout profiles: the first group with a high level of emotional exhaustion, low personal accomplishment and depersonalization (high burnout); the second group with low emotional exhaustion, low depersonalization and high personal accomplishment (low burnout) and the third group with low depersonalization, low emotional exhaustion and low personal accomplishment (moderate burnout). The results revealed that there were differences in depressive symptomatology (group 1 obtained higher scores than group 2 and group 3) and self-esteem (group 2 obtained higher scores than group 1). The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome. |
URI: | http://hdl.handle.net/10045/109313 |
ISSN: | 1661-7827 (Print) | 1660-4601 (Online) |
DOI: | 10.3390/ijerph17186760 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3390/ijerph17186760 |
Aparece en las colecciones: | INV - SOCEDU - Artículos de Revistas |
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