Burnout syndrome and coping strategies in physical education teachers

Abstract

The purpose of this research is to establish the relationship between coping strategies in physical education teachers in Colombia and Burnout syndrome. For this purpose, the methodology applied is quantitative, descriptive, and transversal. The instruments used are the Maslach Burnout Inventory (MBI) and the Coping Strategies Scale - Recognized (EEC-R). Data analysis is carried out using Pearson correlation from the SPSS v statistical package. The sample was made up of 180 primary and secondary physical education teachers, with a reliability level of 95% and a margin of error of 5%. The results show an average trend in the frequency of Burnout syndrome in the teachers evaluated. Under these parameters, it was established that the coping strategies most used by teachers are: “restrain coping,” “search for an alternative,” “positive reappraisal,” and “search for social support”; while the least used are: “aggressive regression,” “waiting,” and “conformism.” In conclusion, it can be determined that there is a medium risk level in relation to the epidemiological indicator and a predominance of burnout in physical education teachers in Colombia, with the use of coping strategies focused on cognitive elements and social support.