NDLI: Afrontamiento de Necesidades Específicas de Apoyo Educativo (NEAE) y burnout en el profesorado

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Afrontamiento de Necesidades Específicas de Apoyo Educativo (NEAE) y burnout en el profesorado

Content Provider	Semantic Scholar
Author	Tamargo, Pablo Mónico Sotomayor, Sofía Micaela Pérez Martínez, Debora Areces Pérez, Celestino Rodríguez Fernández, Trinidad García
Copyright Year	2017
Abstract	espanolEl nivel de burnout del profesorado podria relacionarse con las caracteristicas personales de los docentes, pero tambien con las estrategias y recursos de los mismos a la hora de tratar al alumnado con NEAE. El objetivo de este trabajo fue analizar la relacion entre las estrategias de afrontamiento del profesorado, ciertas variables sociodemograficas, y sus niveles de Burnout en una muestra de docentes asturianos. Participaron 33 profesores de diferentes niveles educativos, quienes cumplimentaron el cuestionario Wuppertal de estrategias, y el MBI de Burnout. Se realizaron correlaciones de Pearson y Analisis Multivariados de la Varianza (MANOVA). Los anos de experiencia docente y unas adecuadas estrategias de afrontamiento en el docente actuaron como factores protectoresfrente al burnout. Estos resultados invitan a considerar la formacion y la cultura organizacional de los centros educativos como factores importantes en el desarrollo de sintomas de burnout en el profesorado. EnglishThe level of burnout of teachers may be connected with their personal characteristics, but also with the teaching strategies and resources they have while facing students with specific educational needs. This study analyzes the relationship between teacher coping strategies, some socio-demographic variables, and their levels of burnout in a sample of teachers from Asturias. In this study, 33 teachers of different educational levels completed the Wuppertal questionnaire of teaching strategies, and the Maslasch Burnout Inventory. Pearson’s correlations and MultivariateAnalysis of Variance (MANOVA) were used.Analysed showed the significance of teaching years of experience and teacher strategies as protector factors to burnout. These results invite to consider teacher training and school organizational culture as important factors in the development of symptoms of burnout.
Starting Page	35
Ending Page	54
Page Count	20
File Format	PDF HTM / HTML
Volume Number	12
Alternate Webpage(s)	http://revistadepsicologiayeducacion.es/pdf/144.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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