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Influence of Resilience on Burnout Syndrome of Faculty Professors

Author

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  • Blanca Rosa García-Rivera

    (Faculty of Administrative and Social Sciences, Universidad Autónoma de Baja California, Valle Dorado, Ensenada 22890, BC, Mexico)

  • Ignacio Alejandro Mendoza-Martínez

    (Department of Postgraduate Studies, Universidad Anáhuac, Anáhuac 01840, DF, Mexico)

  • Jorge Luis García-Alcaraz

    (Department of Industrial Engineering and Manufacturing, Autonomous University of Ciudad Juarez, Ciudad Juarez 32310, CHI, Mexico)

  • Jesús Everardo Olguín-Tiznado

    (Faculty of Engineering, Architecture and Design, Universidad Autonoma de Baja California, Ensenada 22860, BC, Mexico)

  • Claudia Camargo Wilson

    (Faculty of Engineering, Architecture and Design, Universidad Autonoma de Baja California, Ensenada 22860, BC, Mexico)

  • Mónica Fernanda Araníbar

    (Faculty of Administrative and Social Sciences, Universidad Autónoma de Baja California, Valle Dorado, Ensenada 22890, BC, Mexico)

  • Pedro García-Alcaraz

    (Instituto Tecnológico de Colima, Villa de Álvarez 28976, CP, Mexico)

Abstract

This research aims to describe the relationship between resilience and burnout facing COVID-19 pandemics. The sample was n = 831 lecturers and professors of a Mexican public university. This study is a quantitative, non-experimental, cross-sectional, explanatory, and ex post facto research using Structural Equations Modeling with latent variables under the partial least square’s method technique. We used the CD-RISC-25 and SBI questionnaires to measure resilience and burnout, respectively. Structural Equations Modeling (SEM–PLS) allowed the visualization of the exogenous variable (resilience) in endogenous variables (dimensions of SBI burnout: E9 guilt, E7 emotional exhaustion, E8 indolence, and E6 work illusion). To this day, there are very few previous studies that jointly analyze in Mexico the characteristics of resilience and burnout in the face of the COVID-19 pandemic. Findings show that resources availability has the strongest correlation with accomplishment in teaching, followed by cynicism and emotional exhaustion. These results have important professional implications.

Suggested Citation

  • Blanca Rosa García-Rivera & Ignacio Alejandro Mendoza-Martínez & Jorge Luis García-Alcaraz & Jesús Everardo Olguín-Tiznado & Claudia Camargo Wilson & Mónica Fernanda Araníbar & Pedro García-Alcaraz, 2022. "Influence of Resilience on Burnout Syndrome of Faculty Professors," IJERPH, MDPI, vol. 19(2), pages 1-19, January.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:2:p:910-:d:724741
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    References listed on IDEAS

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    1. Marianna Masiero & Ilaria Cutica & Selena Russo & Ketti Mazzocco & Gabriella Pravettoni, 2018. "Psycho‐cognitive predictors of burnout in healthcare professionals working in emergency departments," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(13-14), pages 2691-2698, July.
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    5. Laura Parte & Teresa Herrador-Alcaide, 2021. "Teaching Disruption by COVID-19: Burnout, Isolation, and Sense of Belonging in Accounting Tutors in E-Learning and B-Learning," IJERPH, MDPI, vol. 18(19), pages 1-22, September.
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    8. Oberle, Eva & Schonert-Reichl, Kimberly A., 2016. "Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students," Social Science & Medicine, Elsevier, vol. 159(C), pages 30-37.
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    1. Tao Yu & Jiayuan Li & Lidong He & Xiaofu Pan, 2022. "How Work Stress Impacts Emotional Outcomes of Chinese College Teachers: The Moderated Mediating Effect of Stress Mindset and Resilience," IJERPH, MDPI, vol. 19(17), pages 1-12, September.

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