Addressing Burnout Among Educators Strategies for Well-Being

Silvana Andrea Cerón Silva; Jilda Liliana Gonzáles Tigrero; Jenniffer Lizbeth Pincay Veintimilla; Islam Muhammad Salama Muhammad; Diana Carolina Chernes Pazmiño; Raúl Rodolfo Salazar Rodríguez

doi:10.70625/rlce/116

Autores/as

Silvana Andrea Cerón Silva Universidad Técnica de Babahoyo Autor/a https://orcid.org/0009-0001-5637-7224
Jilda Liliana Gonzáles Tigrero Unidad Educativa Junín Autor/a https://orcid.org/0009-0006-7286-5304
Jenniffer Lizbeth Pincay Veintimilla Unidad Educativa Mocache Autor/a https://orcid.org/0009-0003-4120-6793
Islam Muhammad Salama Muhammad Islam Salama Autor/a https://orcid.org/0009-0008-4250-5783
Diana Carolina Chernes Pazmiño Escuela 13 de abril Autor/a https://orcid.org/0009-0000-7468-5821
Raúl Rodolfo Salazar Rodríguez Unidad Educativa Mocache Autor/a https://orcid.org/0009-0002-6020-7356

DOI:

https://doi.org/10.70625/rlce/116

Palabras clave:

Burnout, Educators, Well-being, Mindfulness, Interventions

Resumen

Burnout has become a major concern for educators in light of evolving workloads, systemic challenges, and pedagogical demands. The present study seeks to identify pragmatic strategies to mitigate burnout and improve teachers' well-being. A mixed-methods design was employed, which blended a quantitative assessment of the degree of burnout through validated tools with qualitative interviews that aimed to establish main stressors and coping mechanisms. The findings point to the necessity of better peer cooperation, mindfulness-based interventions, and, most importantly, institutional support in mitigating burnout. The findings suggest that fostering sustainable well-being in the current contexts of study demands an interventional solution involving systemic and individual solutions.

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