Exploración del agotamiento profesional y la resiliencia en los docentes de educación física: un estudio de caso de Kazajstán
DOI:
https://doi.org/10.47197/retos.v68.113620Palabras clave:
Burnout, depersonalization, emotional exhaustion, gender, physical education, personal accomplishment, supportResumen
Introducción: El agotamiento profesional de los docentes, que repercute en deformaciones profesionales, es motivo de creciente preocupación social. El alto nivel de estrés en las actividades docentes conduce a la aparición de trastornos de deformación de la personalidad entre los docentes, especialmente entre los profesores de educación física. Un factor clave para reducir o evitar el agotamiento es la resiliencia.
Objetivo: El estudio tiene como objetivo explorar las características del burnout y la resiliencia en el contexto de la profesionalización del docente de educación física.
Metodología: En este estudio participaron 400 profesores de educación física en total. La investigación se llevó a cabo mediante el modelo de encuesta.
Resultados: Según los resultados, el burnout y la resiliencia están inversamente relacionados, siendo los hombres los que manifiestan más síntomas de burnout y las mujeres los que manifiestan mayores niveles de resiliencia y realización personal.
Discusión: En consecuencia, las mujeres presentan menores niveles de despersonalización y agotamiento emocional, lo que podría explicarse por la resiliencia como factor protector frente al burnout.
Conclusiones: La resiliencia protege a los profesores de educación física de Kazajstán del agotamiento. Las tasas de agotamiento pueden reducirse mejorando la resiliencia mediante intervenciones específicas, desarrollo profesional y apoyo escolar. Los resultados destacan la necesidad de iniciativas de desarrollo de la resiliencia y apoyo educativo que fomenten el bienestar de los docentes.
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Derechos de autor 2025 Talgat Yerezhepov, Gulnur Kazakhbayeva, Nurbek Mektepbergenov, Laura Orynbayeva, Tastemir Shadibekov, Saniya Nurgaliyeva
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