Burnout en docentes universitarios en educación remota en Perú
Palabras clave:
burnout, profesorado universitario, enseñanza a distancia, salud mental, gestión universitaria
Resumen
El agotamiento emocional constituye uno de los riesgos más habituales en el contexto laboral docente. El objetivo de este estudio fue determinar la prevalencia de burnout en docentes de la Universidad X que impartían clases remotas e identificar factores asociados para orientar intervenciones y políticas preventivas. Se realizó un estudio transversal observacional de tipo censal con docentes de pregrado de la Universidad X. La muestra fue de 180 docentes de tiempo completo o parcial que impartieron al menos un curso de forma remota o en modalidad híbrida. El recojo de información se realizó en línea mediante una encuesta que incluyó aspectos sociodemográficos, en la que también se incluyó factores vinculados con la enseñanza remota, como son: comodidad con las herramientas tecnológicas, satisfacción con la modalidad en línea, la percepción de apoyo institucional y la existencia de enfermedades o alguna condición en la salud. Por otra parte, el síndrome de burnout se evaluó mediante el MBI-ES de 22 ítems. El estudio reveló que la prevalencia del agotamiento fue del 48,3 % (IC del 95 %: 40,8-55,9), siendo la más alta la del agotamiento emocional (62,2 %). Tras el ajuste, el factor con mayor peso fue la insatisfacción con la enseñanza en línea (OR 5,30; IC del 95 %: 2,40-11,80), seguido del género femenino (OR 2,00) y el hecho de tener hijos en edad escolar (OR 1,90). El estudio muestra que el burnout en docencia remota universitaria responde a una configuración de altas demandas y recursos organizacionales insuficientes.
Citas
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Bond, M. (2020). Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review. Asian Journal of Distance Education, 15(2), 191-247.
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 50. https://doi.org/10.1186/s41239-021-00282-x
Brandão, T., Alfacinha, L., Brites, R., & Diniz, E. (2025). Burnout in Teachers: The Role of Emotion Regulation, Empathy, and Educational Level Taught. School Mental Health, 17(3), 1014-1025. https://doi.org/10.1007/s12310-025-09794-7
Broadbent, J., Ajjawi, R., Bearman, M., Boud, D., & Dawson, P. (2023). Beyond emergency remote teaching: Did the pandemic lead to lasting change in university courses? International Journal of Educational Technology in Higher Education, 20(1), 58. https://doi.org/10.1186/s41239-023-00428-z
Cadena-Povea, H., Hernández-Martínez, M., Bastidas-Amador, G., & Torres-Andrade, H. (2025). What Pushes University Professors to Burnout? A Systematic Review of Sociodemographic and Psychosocial Determinants. International Journal of Environmental Research and Public Health, 22(8), 1214. https://doi.org/10.3390/ijerph22081214
Cao, B., Hassan, N. C., & Omar, M. K. (2024). The Impact of Social Support on Burnout among Lecturers: A Systematic Literature Review. Behavioral Sciences, 14(8), 727. https://doi.org/10.3390/bs14080727
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García-Arroyo, J. A., Osca Segovia, A., & Peiró, J. M. (2019). Meta-analytical review of teacher burnout across 36 societies: The role of national learning assessments and gender egalitarianism. Psychology & Health, 34(6), 733-753. https://doi.org/10.1080/08870446.2019.1568013
García-Morales, V. J., Garrido-Moreno, A., & Martín-Rojas, R. (2021). The Transformation of Higher Education After the COVID Disruption: Emerging Challenges in an Online Learning Scenario. Frontiers in Psychology, 12, 616059. https://doi.org/10.3389/fpsyg.2021.616059
Garraio, C., Freitas, J. P., Magalhães, S. I., & Matias, M. (2022). Work-Life Conflict Among Higher Education Institution Workers’ During COVID-19: A Demands-Resources Approach. Frontiers in Sociology, 7, 856613. https://doi.org/10.3389/fsoc.2022.856613
González-Valero, G., Gómez-Carmona, C. D., Bastida-Castillo, A., Corral-Pernía, J. A., Zurita-Ortega, F., & Melguizo-Ibáñez, E. (2023). Could the complying with WHO physical activity recommendations improve stress, burnout syndrome, and resilience? A cross-sectional study with physical education teachers. Sport Sciences for Health, 19(1), 349-358. https://doi.org/10.1007/s11332-022-00981-6
Gutentag, T., & Asterhan, C. S. C. (2022). Burned-Out: Middle School Teachers After One Year of Online Remote Teaching During COVID-19. Frontiers in Psychology, 13, 802520. https://doi.org/10.3389/fpsyg.2022.802520
Jelińska, M., & Paradowski, M. B. (2021). Teachers’ Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment. Frontiers in Psychology, 12, 648443. https://doi.org/10.3389/fpsyg.2021.648443
Kita, Y., Yasuda, S., & Gherghel, C. (2022). Online education and the mental health of faculty during the COVID-19 pandemic in Japan. Scientific Reports, 12(1), 8990. https://doi.org/10.1038/s41598-022-12841-x
Klusmann, B., Trippenzee, M., Fokkens-Bruinsma, M., Sanderman, R., & Schroevers, M. J. (2022). Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic? Teaching and Teacher Education, 118, 103815. https://doi.org/10.1016/j.tate.2022.103815
Kovács, K., Borbély, S., Dobay, B., Halasi, S., Vajda, I., & Hideg, G. (2025). Factors influencing the well-being of Central and Eastern European university teachers: The role of physical activity and the sources of stress and resources in the workplace. BMC Public Health, 25(1), 3001. https://doi.org/10.1186/s12889-025-24241-7
Latino, F., Cataldi, S., & Fischetti, F. (2021). Effects of an 8-Week Yoga-Based Physical Exercise Intervention on Teachers’ Burnout. Sustainability, 13(4), 2104. https://doi.org/10.3390/su13042104
Lei, W., Li, J., Li, Y., Castaño, G., Yang, M., & Zou, B. (2021). The boundary conditions under which teaching–research conflict leads to university teachers’ job burnout. Studies in Higher Education, 46(2), 406-422. https://doi.org/10.1080/03075079.2020.1811218
Li, Y., Ni, X., Zhang, W., Wang, J., Yu, C., & Zou, H. (2024). The relationship between work–family conflict and job burnout among primary and secondary school teachers: The role of depression and cognitive reappraisal. Frontiers in Psychology, 15, 1438933. https://doi.org/10.3389/fpsyg.2024.1438933
Lizana, P. A., & Vega-Fernadez, G. (2021). Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work–Family Balance and Quality of Life. International Journal of Environmental Research and Public Health, 18(14), 7566. https://doi.org/10.3390/ijerph18147566
Llorca-Pellicer, M., Soto-Rubio, A., & Gil-Monte, P. R. (2021). Development of Burnout Syndrome in Non-university Teachers: Influence of Demand and Resource Variables. Frontiers in Psychology, 12, 644025. https://doi.org/10.3389/fpsyg.2021.644025
Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714
Madigan, D. J., Kim, L. E., Glandorf, H. L., & Kavanagh, O. (2023). Teacher burnout and physical health: A systematic review. International Journal of Educational Research, 119, 102173. https://doi.org/10.1016/j.ijer.2023.102173
Mind Garden. (2018). The Problem with Cut-Offs for the Maslach Burnout Inventory. https://www.mindgarden.com/documents/MBI-Cutoff-Caveat.pdf
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Mohamed-Amar, H., Mohamed-Amar, R., & Amar, A. M. (2023). Burnout syndrome in university professors in the COVID-19 post-pandemic period. South Florida Journal of Development, 4(10), 3968-3980. https://doi.org/10.46932/sfjdv4n10-019
Mosleh, S. M., Kasasbeha, M. A., Aljawarneh, Y. M., Alrimawi, I., & Saifan, A. R. (2022). The impact of online teaching on stress and burnout of academics during the transition to remote teaching from home. BMC Medical Education, 22(1), 475. https://doi.org/10.1186/s12909-022-03496-3
Ozamiz-Etxebarria, N., Legorburu Fernnadez, I., Lipnicki, D. M., Idoiaga Mondragon, N., & Santabárbara, J. (2023). Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis. International Journal of Environmental Research and Public Health, 20(6), 4866. https://doi.org/10.3390/ijerph20064866
Pakdee, S., Cheechang, P., Thammanoon, R., Krobpet, S., Piya-amornphan, N., Puangsri, P., & Gosselink, R. (2025). Burnout and well-being among higher education teachers: Influencing factors of burnout. BMC Public Health, 25(1), 1409. https://doi.org/10.1186/s12889-025-22602-w
Purvanova, R. K., & Muros, J. P. (2010). Gender differences in burnout: A meta-analysis. Journal of Vocational Behavior, 77(2), 168-185. https://doi.org/10.1016/j.jvb.2010.04.006
Rabin, E., Goldberg, S., & Blau, I. (2024). Mediation of work-and-family conflict in the relationship between social-and-organizational support and teaching self-efficacy: The case of parent-teachers working remotely. Education and Information Technologies, 29(17), 22545-22566. https://doi.org/10.1007/s10639-024-12732-w
Ramos, D. K., Anastácio, B. S., Da Silva, G. A., Rosso, L. U., & Mattar, J. (2023). Burnout syndrome in different teaching levels during the covid-19 pandemic in Brazil. BMC Public Health, 23(1), 235. https://doi.org/10.1186/s12889-023-15134-8
Redondo-Flórez, L., Tornero-Aguilera, J. F., Ramos-Campo, D. J., & Clemente-Suárez, V. J. (2020). Gender Differences in Stress- and Burnout-Related Factors of University Professors. BioMed Research International, 2020(1), 6687358. https://doi.org/10.1155/2020/6687358
Rodríguez Pech, J., Estrella Ceme, H. A., Arceo Arceo, E. P., & Zaldívar Acosta, M. D. S. (2023). Formación del profesorado durante la pandemia por Covid-19. Una revisión de literatura. Profesorado, Revista de Currículum y Formación del Profesorado, 27(3), 219-241. https://doi.org/10.30827/profesorado.v27i3.27886
Shockley, K. M., Clark, M. A., Dodd, H., & King, E. B. (2021). Work-family strategies during COVID-19: Examining gender dynamics among dual-earner couples with young children. Journal of Applied Psychology, 106(1), 15-28. https://doi.org/10.1037/apl0000857
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Publicado
2026-04-29
Cómo citar
Lopez Gomez, H. E., Huanca Rojas, L. M., Arias Lizares, A., & Castillo-Sáenz, R. A. (2026). Burnout en docentes universitarios en educación remota en Perú. Revista Venezolana De Gerencia, 31(15), e31e1523. Recuperado a partir de https://produccioncientifica.luz.edu.ve/index.php/rvg/article/view/45495
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