El síndrome de Burnout y su incidencia en la inteligencia emocional de los docentes de la escuela Minerva
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2016-03
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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En la escuela general de educación básica Minerva durante el período lectivo 2015-2016 se realizaron las prácticas pre-profesionales donde se observó que los docentes presentaban inconvenientes para mantener el orden y control mientras impartían sus clases, esta situación llamó la atención ya que la mayoría de los casos derivados al Departamento de Consejería Estudiantil (DECE) pudieron ser resueltos por el docente en primera instancia, por lo tanto, se decidió abordar esta problemática desde un enfoque clínico-psicosocial, el alcance de investigación es tipo descriptivo y explicativo; bajo una metodología cualitativa-cuantitativa, realizando una intervención de cuatro fases: Diagnóstico con dos etapas: (evaluación preliminar y diagnóstico participativo) seguido de las fases: características del grupo, evaluación de las necesidades del grupo, diseño y planificación, con la finalidad de alcanzar el objetivo de: presentar una propuesta de intervención, con la modalidad de talleres, enfocada en fortalecer las habilidades y actitudes para resolución de conflictos; para la documentación del proceso de investigación se utilizaron bitácoras de campo, el cuestionario de Burnout, inventario de estrategias de afrontamiento, registro de conductas observadas, entrevistas estructuradas y semiestructuradas, con estos instrumentos se logró realizar la triangulación de los datos, revelando que la mayoría de los docentes que presentaban signos y síntomas del síndrome de Burnout, también presentaban problemas para la resolución de conflictos en su ejercicio profesional
At the Minerva general education school during the 2015-2016 school year, pre-professional practices were carried out, where it was observed that teachers had problems to maintain order and control while teaching their classes. This situation attracted attention since most of the cases referred to the Department of Student Counseling (DECE) could be resolved by the teacher in the first instance, therefore, it was decided to approach this problem from a clinical-psychosocial approach, the scope of research is descriptive and explanatory; under a qualitative-quantitative methodology, performing a four-phase intervention: Diagnosis with two stages: (preliminary evaluation and participatory diagnosis) followed by the phases: characteristics of the group, evaluation of the group's needs, design and planning, with the purpose of achieve the objective of: presenting an intervention proposal, with the modality of workshops, focused on strengthening the skills and attitudes for conflict resolution; For the documentation of the research process field binnacles, the Burnout questionnaire, inventory of coping strategies, record of observed behaviors, structured and semi-structured interviews were used, with these instruments the triangulation of the data was achieved, revealing that the majority of the teachers who presented signs and symptoms of Burnout syndrome, also presented problems for the resolution of conflicts in their professional practice
At the Minerva general education school during the 2015-2016 school year, pre-professional practices were carried out, where it was observed that teachers had problems to maintain order and control while teaching their classes. This situation attracted attention since most of the cases referred to the Department of Student Counseling (DECE) could be resolved by the teacher in the first instance, therefore, it was decided to approach this problem from a clinical-psychosocial approach, the scope of research is descriptive and explanatory; under a qualitative-quantitative methodology, performing a four-phase intervention: Diagnosis with two stages: (preliminary evaluation and participatory diagnosis) followed by the phases: characteristics of the group, evaluation of the group's needs, design and planning, with the purpose of achieve the objective of: presenting an intervention proposal, with the modality of workshops, focused on strengthening the skills and attitudes for conflict resolution; For the documentation of the research process field binnacles, the Burnout questionnaire, inventory of coping strategies, record of observed behaviors, structured and semi-structured interviews were used, with these instruments the triangulation of the data was achieved, revealing that the majority of the teachers who presented signs and symptoms of Burnout syndrome, also presented problems for the resolution of conflicts in their professional practice
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síndrome de Burnout, inteligencia emocional, docentes, escuela Minerva