An interpretive study of the relationship between burnout and educational quality at the higher education level through teacher narratives

Abstract

This research aims to understand the relationship between burnout and educational quality at the higher education level, using a biographical narrative approach. It addresses dimensions such as: conceptualizations of burnout, the effects of burnout syndrome on faculty, university educational quality, the relationship between burnout and educational quality, the psychosocial impacts of burnout, strategies, interventions and mitigation, faculty well-being, emotional exhaustion, stress, emotional health, resilience, and the role of higher education in training competent professionals and citizens, fostering research and critical thinking, and contributing to the economic, social, and cultural development of society. It also considers criteria and indicators of quality in higher education, research, and academic production, among other factors. The prevalence of burnout among university professors is notable, with high levels of emotional exhaustion and variations according to gender, years of experience, working conditions, personal lives, work overload, and a lack of institutional support for faculty emotional well-being. Risk factors such as stress, anxiety, and exhaustion are also taken into account. This review requires qualitative studies, incorporating the perspectives of the teachers themselves, to understand the aforementioned relationship within its specific context. In conclusion, burnout syndrome is a significant problem in higher education due to its effects on teachers' emotional health, well-being, and professional performance. Scientific evidence demonstrates that emotional exhaustion, work overload, and a lack of institutional support can significantly impact the quality of educational processes and the achievement of university objectives.