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

Edwin Gustavo Estrada-Araoz (), Judith Annie Bautista Quispe, Benjamin Velazco Reyes, Humberto Mamani Coaquira, Papa Pio Ascona Garcia and Yessenia Luz Arias Palomino
Additional contact information
Edwin Gustavo Estrada-Araoz: Facultad de Educación, Universidad Nacional Amazónica de Madre de Dios, Puerto Maldonado 17001, Peru
Judith Annie Bautista Quispe: Facultad de Educación, Universidad Nacional del Altiplano, Puno 21001, Peru
Benjamin Velazco Reyes: Escuela Profesional de Arte, Universidad Nacional del Altiplano, Puno 21001, Peru
Humberto Mamani Coaquira: Escuela Profesional de Educación Primaria, Universidad Nacional del Altiplano, Puno 21001, Peru
Papa Pio Ascona Garcia: Escuela Profesional de Ingeniería Civil, Universidad Nacional Intercultural Fabiola Salazar Leguía de Bagua, Bagua 01721, Peru
Yessenia Luz Arias Palomino: Escuela Profesional de Educación Secundaria, Universidad Nacional del Altiplano, Puno 21001, Peru

Social Sciences, 2023, vol. 12, issue 5, 1-11

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.

Keywords: psychological distress; burnout syndrome; mental health; teachers; post-pandemic (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2023
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2076-0760/12/5/279/pdf (application/pdf)
https://www.mdpi.com/2076-0760/12/5/279/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jscscx:v:12:y:2023:i:5:p:279-:d:1139276

Access Statistics for this article

Social Sciences is currently edited by Ms. Yvonne Chu

More articles in Social Sciences from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().