Síndrome de burnout, demandas laborales y factores asociados a la inclusión escolar en profesores/as de una comuna chilena.
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Date
2026
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Publisher
Universidad de Concepción
Abstract
En Chile, la inclusión escolar ha buscado reducir la exclusión de estudiantes con discapacidad; sin embargo, persisten desafíos laborales con repercusiones en la salud docente. Objetivo: evaluar la relación entre las dimensiones del Síndrome de Burnout con los factores biosociodemográficos, factores asociados a la inclusión escolar y las demandas laborales en los/las profesores/as que trabajan en enseñanza general básica de las escuelas regulares públicas de una comuna chilena, 2025. Metodología: estudio cuantitativo, observacional, descriptivo– correlacional, de corte transversal. Se trabajó con 113 profesores/as aplicándose instrumento que abordaba factores biosociodemográficos y de inclusión escolar, el Maslach Burnout Inventory y, el Cuestionario de Demandas y Recursos Laborales. Los datos se analizaron mediante estadística descriptiva, bivariada y modelo de ecuaciones estructurales. Estudio aprobado por los Comité Ético Científico de la Universidad de Concepción y del Servicio de Salud Talcahuano. Resultados: predominaron mujeres (68,1%), con edad media de 45 años, carga no lectiva entre 10–19% (47,8%), 1–3 capacitaciones en inclusión (74,3%) y atención de 5–9 estudiantes con necesidades educativas especiales (69,9%). Se evidenciaron altas demandas laborales y un perfil de burnout caracterizado por alto agotamiento emocional, baja despersonalización y alta realización personal. El agotamiento emocional se asoció positivamente con las demandas emocionales (b = 0,31; IC90%: 0,13 a 0,48) y con las trabas del trabajo (b = 0,32; IC90%: 0,17 a 0,45). La despersonalización se asoció con las trabas del trabajo (b = 0,14; IC90%: 0,14 a 0,60). Y la realización personal se asoció negativamente con la presión en el trabajo (b = -0,53; IC90%: -0,76 a -0,05). Conclusiones: el agotamiento emocional concentró las principales asociaciones, coexistiendo con alta realización personal. Los hallazgos aportan evidencia relevante para enfermería en los ámbitos de salud laboral, escolar y atención primaria, orientando la vigilancia de riesgos psicosociales y futuras estrategias preventivas que favorezcan ambientes laborales saludables.
In Chile, school inclusion has aimed to reduce the exclusion of students with disabilities; however, occupational challenges persist with repercussions on teacher health. Objective: To evaluate the relationship between the dimensions of Burnout Syndrome and biosociodemographic factors, factors associated with school inclusion, and job demands among primary school teachers working in regular public schools in a Chilean commune, 2025. Methodology: A quantitative, observational, descriptive-correlational, cross-sectional study. The study involved 113 teachers, utilizing an instrument addressing biosociodemographic and school inclusion factors, the Maslach Burnout Inventory, and the Job Demands and Resources Questionnaire. Data were analyzed using descriptive and bivariate statistics, as well as structural equation modeling. The study was approved by the Scientific Ethics Committees of the Universidad de Concepción and the Talcahuano Health Service. Results: Participants were predominantly female (68.1%), with a mean age of 45 years. Key findings included a non-teaching workload between 10–19% (47.8%), 1–3 training sessions in inclusion (74.3%), and the provision of care for 5–9 students with special educational needs (69.9%). High job demands were evident, along with a burnout profile characterized by high emotional exhaustion, low depersonalization, and high personal accomplishment. Emotional exhaustion was positively associated with emotional demands (b = 0.31; 90% CI: 0.13 to 0.48) and job hindrances (b = 0.32; 90% CI: 0.17 to 0.45). Depersonalization was associated with job hindrances (b = 0.14; 90% CI: 0.14 to 0.60). Personal accomplishment was negatively associated with job pressure (b = -0.53; 90% CI: -0.76 to -0.05). Conclusions: Emotional exhaustion accounted for the primary associations, coexisting with high personal accomplishment. These findings provide relevant evidence for nursing in the fields of occupational health, school health, and primary care, guiding the monitoring of psychosocial risks and future preventive strategies to promote healthy work environments.
In Chile, school inclusion has aimed to reduce the exclusion of students with disabilities; however, occupational challenges persist with repercussions on teacher health. Objective: To evaluate the relationship between the dimensions of Burnout Syndrome and biosociodemographic factors, factors associated with school inclusion, and job demands among primary school teachers working in regular public schools in a Chilean commune, 2025. Methodology: A quantitative, observational, descriptive-correlational, cross-sectional study. The study involved 113 teachers, utilizing an instrument addressing biosociodemographic and school inclusion factors, the Maslach Burnout Inventory, and the Job Demands and Resources Questionnaire. Data were analyzed using descriptive and bivariate statistics, as well as structural equation modeling. The study was approved by the Scientific Ethics Committees of the Universidad de Concepción and the Talcahuano Health Service. Results: Participants were predominantly female (68.1%), with a mean age of 45 years. Key findings included a non-teaching workload between 10–19% (47.8%), 1–3 training sessions in inclusion (74.3%), and the provision of care for 5–9 students with special educational needs (69.9%). High job demands were evident, along with a burnout profile characterized by high emotional exhaustion, low depersonalization, and high personal accomplishment. Emotional exhaustion was positively associated with emotional demands (b = 0.31; 90% CI: 0.13 to 0.48) and job hindrances (b = 0.32; 90% CI: 0.17 to 0.45). Depersonalization was associated with job hindrances (b = 0.14; 90% CI: 0.14 to 0.60). Personal accomplishment was negatively associated with job pressure (b = -0.53; 90% CI: -0.76 to -0.05). Conclusions: Emotional exhaustion accounted for the primary associations, coexisting with high personal accomplishment. These findings provide relevant evidence for nursing in the fields of occupational health, school health, and primary care, guiding the monitoring of psychosocial risks and future preventive strategies to promote healthy work environments.
Description
Tesis presentada para optar al grado de Magíster en Enfermería.
Keywords
Burnout (Psychology), Agotamiento profesional, Estrés laboral, Integración escolar, Educadores, Salud mental, Enfermería