¿Predicen los factores de depresión, ansiedad y estrés la dimensión de la despersonalización y la baja realización personal en el profesorado?

  1. Granados, Lucía 1
  2. Aparisi, David 2
  3. Inglés, Cándido J. 3
  4. Aparicio López, María del Pilar 2
  5. Fernández Sogorb, Aitana 2
  6. García Fernández, José M. 2
  1. 1 Universidad Internacional de Valencia (España)
  2. 2 Universidad de Alicante (España)
  3. 3 Universidad Miguel Hernández, Elche (España)
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Journal:
European Journal of Child Development, Education and Psychopathology

ISSN: 2530-0776,  2340-924X

Year of publication: 2019

Volume: 7

Issue: 1

Pages: 83-92

Type: Article

DOI: 10.30552/EJPAD.V7I1.91 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: European Journal of Child Development, Education and Psychopathology

Abstract

In the last years, the research in burnout is increasing due to its physical and mental problems relationship. Concretely, teaching has been one of the most exposed professions to the study of the working conditions and the effects it carries on. The aim of this work was to analyze, by means of logistic regression analysis, if Depression, Anxiety and Stress are predictors of high levels of Depersonalization and low Personal Accomplishment in teaching staff out of the university field. The final sample consisted of 634 teachers (N=376 men and 258 women). The age range for the total sample was from 29 to 65 years (M age=45.81, SD=13.35). The instruments used were Depression, Anxiety and Stress Scales-21 (DASS-21) and the Maslach Burnout Inventory (MBI). Results indicated that the probability of presenting high Depersonalization and low Personal Accomplishment are greater for each increasing point in the Depression, Anxiety and Stress variables. In conclusion, the findings of this study reveal an advance in the study of Depersonalization and low Personal Accomplishment in education professionals.

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Data source: Dialnet