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Approach to the Burnout Syndrome due to remote work in female university professors (2021)

Educacion y Humanismo, ISSN: 2665-2420, Vol: 26, Issue: 47, Page: 223-246
2024
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Article Description

Objective: this document aims to assess Burnout syndrome in female university educators residing in Bogotá and Villavicencio (Colombia) who were working in telecommuting mode in 2021. Methodology: the research was mixed with a sequential explanatory design (quant-qual) that included the following stages: (i) documentary review on telecommuting, Burnout syndrome, and its incidence in university educators; (ii) application of the psychometric instrument "Maslach Burnout Inventory (MBI)," consisting of 22 items and developed in 1981 by Christina Maslach and Susan E. Jackson to measure levels of emotional exhaustion and depersonalization of female research professors residing in Bogotá and telecommuting (Quantitative data collection); (iii) interpretation of MBI (Quantitative analysis); (iv) conducting a semi-structured interview with 4 professors (Qualitative data collection); (v) analysis of semi-structured interviews including axial coding, text mining (co-occurrence), and sentiment analysis; (vi) interpretation based on the results of MBI, coding, and identification of six criteria (feeling of exhaustion or fatigue, family relationships, relationship with students, workload, effects on job performance, and company roles), and text mining. Results: from the 6 categories of analysis, it was concluded that fatigue is mainly related to long working hours and high workload, leading to a loss of work-life balance explicitly identified by the affected individuals. Conclusions: the study reveals that female research professors experience exhaustion due to the workload in remote teaching. Additionally, challenges in family relationships, interaction with students, job performance, and adaptation to this new environment are highlighted. Key themes emerging from sentiment analysis include workload, work-life balance, adaptation to online teaching, impact on mood, and lack of interaction.

Bibliographic Details

Jenny Paola Lis-Gutiérrez; Luz Elena Malagón-Castro; Melissa Lis-Gutiérrez

Universidad Simon Bolivar

Social Sciences; Arts and Humanities

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