Burnout como predictor del desempeño docente en una institución de educación superior en México

Isabel M. ESCUDERO-SÁNCHEZ; José I. MARTÍNEZ-CORONA; Jenny SAN ROMÁN-LOSADA; Ana P. SÁNCHEZ-RIVERA

doi:10.48082/espacios-a26v47n03i10

Authors

Isabel M. ESCUDERO-SÁNCHEZ Instituto Tecnológico de Ciudad Valles Author
José I. MARTÍNEZ-CORONA Instituto Tecnológico de San Luis Potosí Author
Jenny SAN ROMÁN-LOSADA Instituto Tecnológico de Ciudad Valles Author
Ana P. SÁNCHEZ-RIVERA Instituto Tecnológico de Ciudad Valles Author

DOI:

https://doi.org/10.48082/espacios-a26v47n03i10

Keywords:

Burnout docente, desempeño docente, educación superior tecnológica, realización personal, relación profesor-institución

Abstract

This study examined how burnout influences student-perceived teaching performance in a Mexican technological higher education institution. Using a sample of 97 professors and HC3-robust regression models, age and the teacher–institution relationship were negatively associated with teaching performance, whereas personal accomplishment showed a marginal positive association. The findings support a multicausal view of teaching performance and indicate that institutional interventions, alongside individual support, are essential to strengthen academic work and educational quality.

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