Post-Pandemic Mental Health: Psychological Distress and Burnout Syndrome in Regular Basic Education Teachers

Author:

Estrada-Araoz Edwin Gustavo1ORCID,Bautista Quispe Judith Annie2ORCID,Velazco Reyes Benjamin3ORCID,Mamani Coaquira Humberto4ORCID,Ascona Garcia Papa Pio5ORCID,Arias Palomino Yessenia Luz6ORCID

Affiliation:

1. Facultad de Educación, Universidad Nacional Amazónica de Madre de Dios, Puerto Maldonado 17001, Peru

2. Facultad de Educación, Universidad Nacional del Altiplano, Puno 21001, Peru

3. Escuela Profesional de Arte, Universidad Nacional del Altiplano, Puno 21001, Peru

4. Escuela Profesional de Educación Primaria, Universidad Nacional del Altiplano, Puno 21001, Peru

5. Escuela Profesional de Ingeniería Civil, Universidad Nacional Intercultural Fabiola Salazar Leguía de Bagua, Bagua 01721, Peru

6. Escuela Profesional de Educación Secundaria, Universidad Nacional del Altiplano, Puno 21001, Peru

Abstract

The COVID-19 pandemic has affected the mental health of regular basic education teachers. Despite the fact that in recent months the number of infections has decreased significantly, the return to face-to-face classes is of great concern to teachers due to the adverse educational context they must face. In this sense, the objective of this study was to determine whether or not psychological distress is significantly related to burnout syndrome in regular basic education teachers upon their return to face-to-face classes. This research employed a quantitative approach, the design was non-experimental, and the type of study was descriptive–correlational and cross-sectional. In total, 184 teachers participated and responded using the Psychological Distress Scale and the Maslach Burnout Inventory, which are instruments with adequate psychometric properties. The results indicated that 40.7% of the teachers had a moderate level of psychological distress, and 45.1% also had a moderate level of burnout syndrome. Likewise, it was found that the Pearson’s r correlation coefficient between the variables psychological distress and burnout syndrome was 0.752, and the p-value was below the level of significance (p < 0.05). It was concluded that there is a direct and significant relationship between psychological distress and burnout syndrome in regular basic education teachers upon their return to face-to-face classes. For this reason, it is suggested that the Ministry of Education should design policies that allow a reassessment of the work that teachers have been carrying out and that promote the implementation of preventive and corrective programs to improve their mental health.

Publisher

MDPI AG

Subject

General Social Sciences

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3. Confiabilidad y estructura factorial de la Escala de Malestar Psicológico de Kessler en estudiantes universitarios de Arequipa (Perú);Arias;Archivos de Medicina (Manizales),2019

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5. Prevalence and associated factors of psychological distress among nurses in public hospitals, Southwest, Ethiopia: A cross-sectional study;Belay;Ethiopian Journal of Health Sciences,2021

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