Burnout and Resilience Factors in High School Teachers

The teacher's task imposes physical, mental, emotional and relational demands that, in interaction with individual resources, can negatively impact on their health and well-being. Resilience in education is the ability to resist, it is the exercise of strength to face all the vicissitudes of personal, family, professional and social life. Through empirical study, relationships are established between the perceptions of burnout and resilience measured in the participants. The invited sample is composed of Secondary Education teachers (N=1.268) of the twenty-four Institutes of the province of Huesca (Spain) belonging to the public education network in the 2014/15 academic year. Through voluntary participation, the final sample is formed with n=167 teachers (13.17%). For the measurement of burnout, the adaptation to Spanish (MBI-GS) of Salanova, Schaufeli, Llorens, Peiro and Grau (2000) is used. Resilience is evaluated through the Resilience Evaluation Questionnaire of Serrano Martinez (2010). The results identify 1.20% subjects with burnout and 13.17% with resilience. It is concluded that resilience decreases vulnerability to burnout. Variables such as positivism, constructive coping strategies, tolerance to frustration, the locus of internal control and self-efficacy are identified as protection factors against the syndrome.