Relación entre el burnout y el tecnoestrés en docentes de bachillerato en tiempos de COVID 19

Abstract

Abstract: The objective of this research is to identify the relationship between the dimensions of burnout and technostress in the sample of high school teachers in times of Covid - 19. A cross sectional methodology with quantitative approach was used, using a non-probabilistic sample of 535 teachers, the Maslach Chronic Job Stress Inventory and the Salanova Technostress Questionnaire were applied. The results reveal that most of the teachers have low levels of emotional exhaustion (54.9%) and depersonalization (53.6%), but show high personal fulfillment (44.9%). Emotional exhaustion stands out with a mean of 20.47 (SD = 11.08, Max. 52).As for technostress, most experience low levels of anxiety (49.9%), fatigue (56.3%), skepticism (46.3%), and low performance (47.3%). Skepticism has the highest mean of 6.10 (SD = 5.37, Max. 24) compared to its other dimensions. Correlations between burnout and technostress are analyzed, highlighting high positive relationships between emotional exhaustion and fatigue, depersonalization and anxiety. In addition, negative relationships between personal accomplishment and skepticism, fatigue and anxiety are identified, offering valuable insights into the interrelationship between burnout and technostress in education during the pandemic.