Analysis of Burnout among Academic and Administrative Staff at the Polytechnic University of Tulancingo
Abstract
This study analyzes the burnout syndrome in academic and administrative staff at the Polytechnic University of Tulancingo, exploring differences in the dimensions of emotional exhaustion, depersonalization and personal accomplishment, as well as variations by gender. The research had a quantitative approach, with a descriptive, correlational scope and a cross-sectional design. For this work, a total sample of 229 participants was taken, where 162 were academic staff and 67 administrative staff. The instrument used was the Maslach Burnout Inventory (MBI). The results revealed significant differences between both groups, where teachers reported higher levels of emotional exhaustion and depersonalization, while administrative staff showed a lower perception of personal accomplishment. Regarding gender, women presented higher levels of emotional exhaustion and personal accomplishment, whereas men showed greater depersonalization. These findings highlight the need to consider work and gender dynamics when studying the impact of burnout in educational institutions. The study highlights the importance of implementing personalized strategies to mitigate burnout, such as stress management programs for teachers and redesigning tasks for administrative staff. These actions, adapted to the particularities of each group, will not only promote well-being at work but also contribute to strengthening the quality of educational services and the organizational environment.
Keywords: Burnout, emotional exhaustion, depersonalization, gender.
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