Burnout Syndrome, Stress and Study Hours in the Selection Process for Educational Teaching Staff: The Role of Resilience—An Explanatory Model
Metadatos
Afficher la notice complèteAuteur
Melguizo-Ibáñez, Eduardo; González Valero, Gabriel; Zurita Ortega, Félix; Alonso Vargas, José Manuel; Salazar Ruiz, María Rosario; Puertas Molero, PilarEditorial
MDPI
Materia
Burnout syndrome Stress Resilience Education
Date
2023-04-17Referencia bibliográfica
Melguizo-Ibáñez, Eduardo, Gabriel González-Valero, Félix Zurita-Ortega, José Manuel Alonso-Vargas, Maria Rosario Salazar-Ruiz, and Pilar Puertas-Molero. 2023. Burnout Syndrome, Stress and Study Hours in the Selection Process for Educational Teaching Staff: The Role of Resilience—An Explanatory Model. Social Sciences 12: 242. [https://doi.org/10.3390/socsci12040242]
Résumé
Candidates for the public teaching profession are subjected to high levels of stress, which
can lead to the development of burnout syndrome during the competitive examination process. The
present research reflects the objective of analysing the effect of resilience on burnout syndrome, stress
and study hours in Spanish public teacher candidates. A cross-sectional, descriptive, comparative and
ex post facto study was carried out on a sample of 4117 Spanish candidates (M = 31.03; S.D = 6.800).
The Perceived Stress Scale was used to measure the stress variable. The Maslach Burnout Inventory
was used to collect data related to burnout syndrome and the Connor-Davidson Resilience Scale was
used to measure data related to resilience. The conclusions are that resilience helps to mitigate the
effects generated by burnout syndrome and stress, helping to maintain a positive attitude towards
the number of hours of study.