Depersonalization, professional fulfillment and job competence in public secondary school teachers in Ecuador
DOI:
https://doi.org/10.64325/IJIP.v3i2.62Keywords:
teachers, burnout, depersonalization, professional fulfillment, job competenceAbstract
Depersonalization, professional accomplishment, and perceived job competence allow for a differentiated description of burnout and professional resources in teachers. The objective was to characterize these indicators in teachers from public secondary schools in the Cayambe canton of Ecuador. A quantitative, non-experimental, cross-sectional, and descriptive study was conducted. One hundred teachers from an accessible population of 140 participated voluntarily, using purposive non-probability sampling. Thirty-six items from a structured questionnaire with a five-point Likert scale were analyzed, corresponding to depersonalization, professional accomplishment, and perceived job competence. The descriptive analysis included means and standard deviations. The highest means corresponded to demotivation (M = 3.78), empathy (M = 3.76), vocation (M = 3.63), achievement (M = 3.60), and pedagogical skills (M = 3.44). At an aggregate level, indicators of both favorable and unfavorable orientation were observed simultaneously, although this does not allow us to conclude that they were present in the same teachers. Perceived job competence showed similar values across its three indicators. The findings support the usefulness of analyzing the indicators separately and should be interpreted considering the cross-sectional design, the use of self-reports, and the non-probability sampling.
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