University teachers' perception of virtuality and its relationship with occupational burnout

Abstract

This article takes as its starting point the need to reflect on the perception of university teachers about virtuality and its relationship with occupational exhaustion, for which the profile of academic actors is identified within the framework of the Burnout syndrome and the use of technological tools; the level of emotional exhaustion; the levels of depersonalization and personal fulfillment, as well as the level of stress caused specifically by the use of technologies.

The methodological design is descriptive and explanatory. The Maslach Burnout Inventory (MBI) questionnaire was used as a validation for data collection, and it was measured through 22 questions with closed answers on a Likert-type scale. We worked with a sample of 48 professionals from the education area, who participated through the Google forms platform. The data show that emotional exhaustion is high, that the levels of depersonalization are medium, and personal fulfillment is high. Although the use of technologies was not considered a significant stressor, the academic actors declare some lessons learned.