Resumen

MARENCO-ESCUDEROS, Ailed Daniela  y  AVILA-TOSCANO, José Hernando. Dimensions of Social Support Associated with Burnout in School Teachers. Pensam. psicol. [online]. 2016, vol.14, n.2, pp.7-18. ISSN 1657-8961.  https://doi.org/10.11144/Javerianacali.PPSI14-2.dasa.

Objective. To determine the relationship between social support dimensions and burnout syndrome cases in high school teachers of the Colombian Caribbean. Method. 235 teachers of different schools participated in this ex post facto research design and they were evaluated through the Maslach Burnout Inventory-Educator Survey and MOS questionnaire. Results. It was found that 23% of the teachers were affected by emotional exhaustion and 2 5.5% by depersonalization. Social support levels showed medium and high intensity. Furthermore, meaningful associations were observed between the different dimensions of support and depersonalization, while the personal fulfillment was associated with emotional, social and instrumental forms of support. Conclusion. The implication of social support as a relevant fact to be considered in preventive intervention of burnout in teachers is discussed.

Palabras clave : Social support; burnout; teachers.

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