Burnout, Stress and Resilience in the Competitive Examination Process for Educational Corps

Abstract

Preparing for a permanent position as a teacher in the public teaching profession in Spain is a complex and tedious process that can lead to the appearance of disruptive mental states in the candidate. That is why the aim of this research is to study the levels of resilience, stress and burnout syndrome and to study the effect of these variables on the average number of hours of daily study in candidates for the Spanish public teaching profession. For the development of the study, a descriptive, comparative and cross-sectional research was carried out in a sample of 4117 candidates of pre-school, primary and secondary education. The instruments used have been validated by the scientific community, with the Perceived Stress Scale, the Maslach Burnout Inventory and the Connor-Davidson Resilience Scale standing out. The results show that the candidates for the primary and early childhood education corps have higher levels of stress and burnout syndrome than the candidates for the secondary education corps. In addition, secondary school teacher candidates show higher levels of resilience and longer study hours. In conclusion, it can be stated that the levels of burnout, stress and resilience may vary according to the stage of education for which the candidates are applying.

Keywords: education system, stress, teacher burnout, resilience academic,
Preschool Education, Elementary Education, Secondary Education