Vol. 13 No. 84 (2024)
Articles

Study of factors of prevalence of burnout syndrome among higher education faculty in Latin America

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  • Juan Carlos Navarrete Narvaez,
  • Valentín Inocente Jiménez Jarquin,
  • Miguel Angel Martínez Cruz,
  • Julián Patiño Ortiz,
  • Alfredo Trejo Martínez
Juan Carlos Navarrete Narvaez
Tecnológico de Estudios Superiores del Oriente del Estado de México, Mexico.
Author Biography

Ph.D. Instituto Politécnico Nacional, Escuela Superior de Ingeniería Mecánica y Eléctrica. Tecnológico Nacional de México, Tecnológico de Estudios Superiores del Oriente del Estado de México, Mexico.

Valentín Inocente Jiménez Jarquin
Tecnológico de Estudios Superiores del Oriente del Estado de México, Mexico.
Author Biography

Ph.D. Tecnológico Nacional de México, Tecnológico de Estudios Superiores del Oriente del Estado de México, Mexico.

Miguel Angel Martínez Cruz
Escuela Superior de Ingeniería Mecánica y Eléctrica, Mexico.
Author Biography

Ph.D. Instituto Politécnico Nacional, Escuela Superior de Ingeniería Mecánica y Eléctrica, Mexico.

Julián Patiño Ortiz
Tecnológico Nacional de México,  Mexico.
Author Biography

Ph.D. Instituto Politécnico Nacional, Escuela Superior de Ingeniería Mecánica y Eléctrica. Tecnológico Nacional de México,  Mexico.

Alfredo Trejo Martínez
Tecnológico de Estudios Superiores del Oriente del Estado de México, Mexico.
Author Biography

Ph.D. Instituto Politécnico Nacional, Escuela Superior de Ingeniería Mecánica y Eléctrica. Tecnológico Nacional de México, Tecnológico de Estudios Superiores del Oriente del Estado de México, Mexico.

DOI: https://doi.org/10.34069/AI/2024.84.12.4

Published 2024-12-30

Keywords

  • Burnout syndrome, occupational fatigue, stress, educators, higher education.

How to Cite

Navarrete Narvaez, J. C., Jiménez Jarquin, V. I., Martínez Cruz, M. A., Patiño Ortiz, J., & Trejo Martínez, A. (2024). Study of factors of prevalence of burnout syndrome among higher education faculty in Latin America. Amazonia Investiga, 13(84), 61–76. https://doi.org/10.34069/AI/2024.84.12.4

Copyright (c) 2025 Juan Carlos Navarrete Naevaez, Valentín Inocente Jiménez Jarquin, Miguel Ángel Martínez Cruz, Julián Patiño Ortiz, Alfredo Trejo Martínez

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This study examines the prevalence of burnout syndrome subscales—emotional exhaustion, depersonalization, and personal accomplishment—among university educators in six Latin American countries, conducted during the first semester of 2024. A three-factor ANOVA test with interaction was conducted to analyze significant differences in the level of burnout across the three representation scales, six countries, male and female sexes, and the interactions among the three factors. A diverse sample of 240 university professors, aged between 24 and 57 years, was collected. A significant difference in the level of burnout by country was found. Mexico x ̅_M=46.92 and Colombia x ̅_C=45.25 exhibit burnout levels that exceed the general average x ̅_G=46.92, while Ecuador x ̅_E=38.75 and Peru x ̅_P=40.83 manifest averages that fall below x ̅_G. Educators in Ecuador display a markedly lower level of burnout on the emotional exhaustion scale x ̅_EE=33.25 and a higher level on the personal accomplishment scale x ̅_EA=45.5. In Chile and Colombia, lower levels are noted on the personal accomplishment scale x ̅_HA=33.75 and x ̅_CA=40, respectively. It is concluded that while the work context of teachers in Latin America may appear uniform, a notable disparity exists in the prevalence of Burnout syndrome, this variation may indicate differing working conditions or coping mechanisms employed by teachers in each nation. The study is limited on examining the interaction of burnout subscales across six countries and gender, not all Latin American countries along with some important demographic and contextual variables are considered for the complete analysis of the prevalence of Burnout Syndrome. Investigating the impact of burnout on university educators in Latin America is important, as this region faces educational challenges and demands physically and mentally resilient teachers. These educators play a crucial role in shaping the future generations of professionals who will enter the workforce and contribute to the region's development.  

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