BURNOUT SYNDROME IN ELEMENTARY SCHOOL TEACHERS IN NORTHERN CHILE

Abstract

This article assesses the level of burnout syndrome and its relationship with sociodemographic and labor variables in elementary school teachers at private schools in northern Chile during the transition between pandemic and post-pandemic. The Maslach Burnout Inventory (MBI) was applied to 50 randomly selected teachers using a quantitative, descriptive, and cross-sectional design. The results showed low burnout in general. High emotional exhaustion, medium depersonalization, and low personal fulfillment were found. Significant differences were observed in emotional exhaustion and depersonalization according to seniority and number of children. Personal fulfillment showed low levels, highlighting the need for specific interventions to strengthen this aspect. These results show the importance of designing public policies and institutional strategies that prioritize teacher well-being