Bibliographic citations
Romero, K., (2018). Empatía y síndrome de desgaste profesional (Burnout) en docentes de educación básica regular de Lima Metropolitana [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/1919
Romero, K., Empatía y síndrome de desgaste profesional (Burnout) en docentes de educación básica regular de Lima Metropolitana []. PE: Universidad Antonio Ruiz de Montoya; 2018. http://hdl.handle.net/20.500.12833/1919
@mastersthesis{renati/1008958,
title = "Empatía y síndrome de desgaste profesional (Burnout) en docentes de educación básica regular de Lima Metropolitana",
author = "Romero Llanos, Katerine Nataly",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2018"
}
The principal aim of this research is to determinate the relation between empathy and the professional burnout syndrome in teachers from basic regular education of Metropolitan Lima. This study is a basic descriptive correlational with a non experimental transverse design of scope correlational. The participants in this study were 249 elementary and high school teachers, chosen for convenience, which worked in different districts of Metropolitan Lima. The Spanish adaptation of the Interpersonal Reactivity Index (IRI) was used to measure empathy. Burnout was measured through the Peruvian adaptation of Maslach Burnout Inventory-ES. Results showed that the measured variables are statistically significant with strong and very strong non-linear correlations values. The highest correlation was found between Perspective Taking (cognitive empathy) and Personal Accomplishment (burnout) with .998 as coefficient, followed by another relation of Personal Accomplishment with the other components of empathy. The lowest correlation value was .685 obtained by the relation between Fantasy Scale (cognitive empathy) and Depersonalization (burnout). In this context, it is crucial to communicate the information obtained in this research to educational authorities from private and public areas in order to create educational policies that will guide the development of preventive and intervention actions in the professional training and labor practices of teachers in our country.
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