Effect relationship of Burnout Syndrome and resilience with implicit factors in the teaching profession. A systematic review

Abstract

Introduction: The presence of Burnout Syndrome in the teaching field has grown exponentially in the last decade. This growth makes indisputable the negative influence it is having on this group. In this sense, resilience is a factor that has become relevant in research, since it is a tool to satisfactorily face adversities in the work environment. The aim is to find out the main variables associated with Burnout Syndrome and resilience in the field of education, as well as to establish the effects of these relationships. Methodology: In the present research, a systematic review of scientific production (Web of Science) published in the time frame between 2016 and 2020 was carried out, focusing on the effects and relationship between resilience and Burnout in the field of education, at the various educational levels. Results: After applying an analysis system based on the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, the study identified a sample of 25 papers. Conclusion: It became evident how important these psychosocial constructs were for the mental and social well-being of teachers, as well as their influence on the teaching-learning process.

Keywords: Burnout syndrome; Resilience; Teachers; Systematic review; Relationship effect