Effect of Burnout syndrome on the job performance of Nashville School teachers

Abstract

ABSTRACT. Introduction. The COVID-19 pandemic has caused different changes in the educational sector such as the implementation of virtual classes, online education, the use of new technologies, in addition to the confinement caused by it. Therefore, it was proposed to determine the presence of burnout syndrome in the work performance of the teaching staff of Nashville School in the city of Tegucigalpa. Methods. The mixed approach was used, with a non-experimental, transactional or cross-sectional design, since it identifies the characteristics of the group of teachers, through the application of the Maslach Inventory and thus determine the work performance situation. The Likert Scale and Guided Observation were used as evaluation instruments. Results. The teachers do not present any of the dimensions established by the Maslach Inventory referring to Burnout Syndrome, however, the presence of acute stress was identified, which is manifested in environmental situations at the time of the development of virtual classes, since this is a factor that influences the emotional aspect of the teacher, not having technological skills and the corresponding training for the development of the teaching-learning process. Conclusions. Teachers do not present significant signs and symptoms that imply chronic mental, physical or emotional exhaustion to determine the presence of the burnout syndrome.