Effects of Training for Obtaining a Teaching Post in Spain in Terms of Stress, Burnout Syndrome, Resilience and Hours of Study: Structural Equation Models

Abstract

Abstract The preparation to qualify for a permanent placement as a public teacher (civil servant) in Spain is a complex process. The aim of this study is to empirically investigate the levels of resilience, stress, the burnout syndrome and study hours of candidates preparing for the state examination to get a permanent placement in the Spanish education system in relation to different education levels and to research the effects of resilience, stress and burnout syndrome on the number of study hours spent by teacher candidates in relation to different education levels. This paper presents the results of a descriptive, comparative and non-experimental investigation with a sample of 4117 teacher candidates in Spain. The instruments used for the data collection were adapted Spanish versions of the Perceived Stress Scale, the Maslach Burnout Inventory and the Connor-Davidson Resilience Scale. Finally, the conclusions drawn suggest that the preparation to obtain a permanent teaching post in Spain raises the levels of burnout syndrome and stress among teacher candidates.