Burnout Syndrome in Mexican Teachers: A Study During the Covid-19 Pandemic; O síndrome de burnout em docentes mexicanos: um estudo durante a pandemia de Covid-19; El síndrome de burnout en docentes mexicanos: un estudio durante la pandemia por Covid-19

Abstract

During the Covid-19 pandemic, teachers faced significant challenges as they adapted from face-to-face teaching to emergency remote instruction, leading to an increase in work demands and triggering burnout—a psychological syndrome that arises from prolonged exposure to chronic interpersonal stressors. This study aimed to assess burnout levels among Mexican teachers at various educational levels during the pandemic. A total of 632 teachers participated, completing a demographic questionnaire and the Maslach Burnout Inventory via Google Forms, which was distributed through social media. Group differences were analyzed using Student's t-test and ANOVA, while correlations were assessed with Pearson's r test. The results showed that 54.3% of participants experienced low levels of emotional exhaustion, 42.2% had low levels of depersonalization, and 32.3% reported high levels of personal accomplishment. However, 6.3% of the sample displayed scores indicative of burnout syndrome. Significant differences in burnout levels were associated with gender, age, contractual status, and specific challenges faced. The study concludes that, although burnout prevalence was generally low, a portion of the sample did show symptoms. Factors such as gender, lack of institutional support, contractual conditions, and work experience influenced burnout levels. The dedication of teachers during this period is acknowledged and appreciated.