Burnout en profesores: Una perspectiva social del intercambio

Resumen

Se propone una perspectiva teórica sobre burnout en profesores, basada en principios de intercambio social. Se argumenta que el burnout se produce por una falta de reciprocidad; por un desajuste entre inversiones y resultados. Los profesores quemados se caracterizan por haber dado demasiado durante demasiado tiempo y por recibir demasiado poco a cambio. Según la teoría del intercambio social, la falta de reciprocidad podría desarrollarse a tres niveles: interpersonal (relación con estudiantes), a nivel de equipo (relaciones con compañeros), y a nivel organizacional (relación con la escuela). Estudios empíricos en profesores mostraron que el ajuste entre dar y recibir se rompe, sobretodo en los niveles interpersonal y organizacional. Además, la falta de reciprocidad se asocia con distrés y conductas de abandono. Se observa un efecto genérico: cuando el equilibrio dar y recibir se rompe se produce agotamiento emocional (síntoma corazón del burnout). Además, se observan efectos de las conductas de abandono específico para cada nivel de intercambio social: la falta de reciprocidad con los estudiantes provoca despersonalización (segunda dimensión del burnout); la falta de reciprocidad con los colegas acaba en conductas de abandono de los colegas; y la falta de reciprocidad con la escuela en abandono psicológico (reducido compromiso organizacional) y conductual (absentismo por enfermedad) de la escuela

Abstract

This article proposes a theoretical perspective on teacher burnout that is based on the principles of social exchange. More specifically, it is argued that burnout results from a lack of reciprocity; that is, from a mismatch between investments and outcomes. Typically, burned-out teachers have given too much long and received too little too late. According to social exchange theory, lack of reciprocity may develop at three levels: at the interpersonal level in the relationships with students, at the team level in the relationships with colleagues, and the organizational level in the relationship with the school. A series of colleagues, and at the organizational level in the relationship with the school. A series of empirical studies among teachers showed that, indeed, the balance of give and take is disturbed, particularly as far as the interpersonal and organizational levels are concerned. Furthermore, lack of reciprocity at all three levels of social exchange is associated with both distress and withdrawal. More specifically, a generic effect is observed; when the balance of give and take is disturbed at any level of social exchange emotional exhaustion develops, the core symptom of burnout. In addition, specific withdrawal effects are observed for each level of social exchange: lack of reciprocity with students results in depersonalization, the second hallmark of burnout; lack of reciprocity with colleagues results in withdrawal from colleagues; and lack of reciprocity with the school results in psychological (reduced organizational commitment) and behavioral (sickness absenteeism) withdrawal from the school

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