Burnout in chilean public teachers: analysis of the health impairment process

Abstract

Objective: This study examined the health damaging process proposed by the Work Demands-Resources model, in a sample of Chilean high school teachers. Materials and methods: Specifically, the direct effect of work demands (time pressure, ambiguity in the teachers' role, and problematic interaction with students) and work resources (training opportunities, control over work environment and social support) were analyzed with respect to burnout levels (emotional exhaustion, depersonalization, and achievement failure), in 303 municipal teachers. Additionally, the interactions between demands and resources, which may also affect burnout levels, were studied. Results: Multiple regression analysis showed a positive association between work demands and burnout. Problematic interactions with students and time pressures were among the main demands that affected teachers. A negative association between work resources and burnout was observed only in the main aspects of burnout (emotional exhaustion and depersonalization). Likewise, work resources moderated the effect of work demands only in the achievement failure variable. Conclusions: This study highlights the results obtained with the Work Demands and Resources model, and discusses practical implications for this model in teacher wellbeing research in Chile.