Resumen

PERDOMO-H., Liz Oriana; ACOSTA-G., Julio César  y  MOLANO-FLECHAS, Andrés Elías. Relationship between Teacher Burnout Syndrome, Irrational Beliefs and Teaching Styles: Multilevel Analysis. Rev. colomb. educ. [online]. 2019, n.76, pp.51-67. ISSN 0120-3916.  https://doi.org/10.17227/rce.num76-4394.

This research paper explores the potential associations between levels of teacher bur-nout syndrome and the irrational beliefs that educators may have regarding their teaching styles and care of their relationships with their students. The participants in this research included 6 teachers and 107 students from a public school, and the data analysis strategy was based on correlation, regression, and multilevel analysis. The results suggest that there are linear dependence relationships among the factors studied and that the stress levels in teachers and their irrational beliefs are associated with their teaching styles in the classroom.

Palabras clave : teaching style; teacher burnout; beliefs; teacher student ratio; regression (statistics).

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