Burnout syndrome in teachers at higher technological institutes: a diagnostic study

Abstract

Burnout syndrome, or professional burnout, is a condition derived from chronic work-related stress, which particularly affects committed workers, and not exclusively those in care professions, as was initially thought. This study addresses its incidence among teachers at the Instituto Superior Tecnológico Universitario Corporativo Edwards Deming (ISTUCED), revealing symptoms such as emotional exhaustion, sleep disturbances, lack of motivation, and physical symptoms with no apparent medical cause. Through a mixed-methodological design that included document review and teacher surveys, it was identified that, although the majority maintain their vocation and do not consider changing professions, a significant proportion experience signs of burnout. Stress does not appear to be linked exclusively to objective workload, but also to emotional and organizational factors. The study concludes that teacher burnout has a direct impact on individual well-being and educational quality. It is recommended to implement both personal interventions (such as mindfulness and psychotherapy) and institutional interventions (improving the work environment, empathic leadership, teacher recognition policies) to prevent and mitigate its effects.