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Educational synergies
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eISSN: 2661-6661
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Territorial distribution of
burnout in higher education
in Mexico
Territorial distribution of burnout in
higher education in Mexico
Yliana Mérida-Martínez
*
Jorge-Gustavo Gutiérrez-Benítez*
Luis-Alan Acuña-Gamboa
Abstract
The work dynamics experienced by Covid-19 is unprecedented, so
that the changes and adaptations made throughout the period
between March 2020 and August 2021 were a great challenge to
cope with higher education, at the same time as personal life, family
and health. Therefore, the aim of this article is to analyze the
relationship between the sociodemographic conditions of university
teachers and the development of professional burnout during socio-
educational confinement in Mexico, through the territorialization of
these conditions. The research is quantitative, with a descriptive and
correlational approach of the sociodemographic variables as a
function of professional teacher burnout. The total sample consisted
of 2563 teachers from different Higher Education Institutions (HEI)
in the country, whose results showed that the maximum level of
burnout is related to some socioeconomic conditions such as: gender,
marital status, and area of knowledge. Likewise, it is concluded that
* Research professor at the Faculty of Architecture,
Campus I of the Universidad Autónoma de Chiapas,
yliana.merida@unach.mx
Orcid: 0000-0001-9168-2585
**Research professor at the Faculty of Languages of the
Autonomous University of Baja California,
gutierrez.jorge@uabc.edu.mx
Orcid: 0000-0003-3392-6398
*** Research professor at the Faculty of Architecture,
Campus I of the Universidad Autónoma de Chiapas,
luis.gamboa@unach.mx
Orcid: 0000-0002-8609-4786
Article
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some socio-demographic conditions determine the magnitude of
professional burnout in higher education teachers, in addition to
other possible reasons that affect the level of burnout differentiated
by federal entity.
Keywords: Burnout, Covid-19, higher education,
sociodemographic conditions, Mexico
Resumen
La dinámica laboral experimentada por la Covid-19, no tiene
precedentes, por lo que los cambios y adaptaciones realizadas a lo
largo del periodo comprendido entre marzo de 2020 y agosto de
2021, fueron un gran desafío para sobrellevar la educación superior,
al mismo tiempo que la vida personal, familiar y la salud. Por ello,
el objetivo del presente artículo es analizar la relación que guardaron
las condiciones sociodemográficas de las y los docentes
universitarios con el desarrollo de agotamiento profesional durante
el confinamiento socioeducativo en México, a través de la
territorialización de dichas condiciones. La investigación es de corte
cuantitativa, con un enfoque descriptivo y correlacional de las
variables sociodemográficas en función del agotamiento profesional
docente. La muestra total fue de 2563 docentes de las distintas
Instituciones de Educación Superior (IES) en el país, cuyos
resultados arrojaron que el nivel máximo de agotamiento está
relacionado con algunas condiciones socioeconómicas como:
género, estado civil, y área de conocimiento. Asimismo, se concluye
que algunas condicionantes sociodemográficas determinan la
magnitud del agotamiento profesional en docentes de educación
superior, además de otras posibles razones que inciden en el nivel de
agotamiento diferenciados por entidad federativa.
Palabras clave: Burnout, Covid-19, educación superior,
condiciones sociodemográficas, México
Introduction
The confinement caused by Covid-19 has highlighted the challenges
and horizons of education systems at the international level in terms
of their capacity to act and react to changes in the educational
modality at all levels of training that constitute them. However, these
challenges and horizons have fallen heavily on the professional
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practice of teaching in higher education, as this level is the most
important in the training and formation of human capital for the
development of countries, as is the case of the Mexican education
system (National Development Plan 2019-2024 [PND 2019-2024]);
this situation resulted in training scenarios marked by uncertainty
(Acuña-Gamboa, 2022) during and after the end of the syndemic
caused by the new coronavirus (Horton, 2021).
This socio-professional uncertainty in higher education has been
related to problems that restructure the profession of academia, as
well as the work, personal and family conditions that these
educational actors have had to deal with as part of the
reconfiguration of their profession, such as stress, stress, sleep
disorders and digestive psychosomatic disorders, depression,
anxiety, insomnia, as well as the increased workload, extended
workdays without economic remuneration and the lack of time for
leisure, recreation and family coexistence that meant the change of
educational modality, turning these labor educational scenarios into
symbolic fields of dispute (Gil Antón, 2018; Méndez López, 2017)
for the permanence, on many occasions, in jobs and in systems of
economic stimuli that seek to improve teachers' salaries.
For the case of the present research, it is of special interest to
investigate the professional burnout that Mexican higher education
academics developed during their professional practice in
confinement; based on this, the present review of the state of the
question takes up as a corpus of interest, the national and
international works developed in the following analytical categories:
1) Covid-19 and higher education; 2) Professional burnout, higher
education and Covid-19; and finally, 3) Professional burnout,
sociodemographic conditions and Covid-19.
Regarding the first category of analysis, Covid-19 and higher
education, several papers emphasize the challenges posed by the
abrupt transfer of face-to-face higher education to virtual and
distance modalities during the confinement by Covid-19, a situation
that generated problems in the teaching and student community for
the achievement of school cycles, problems such as little or no
development of digital competencies for the development of
synchronous and asynchronous activities as part of the teaching and
learning processes (Coronateaching) (Díaz Vera, Ruiz Ramírez and
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Egüez Cevallos, 2021; IESALC, 2020; Umaña-Mata, 2020), with the
understanding that the incorporation of technology in the
development and evolution of higher education in the near future is
highly probable and promising (Aslam, Abid and Parveen, 2023;
Imran et al., 2023; Schwab, 2017).
On the other hand, there is evidence in other research that working
hours were intensified and extended excessively up to more than 50
hours a week to meet work commitments in a timely manner, and
eliminate leisure and family time among academics (Irigoyen Padilla
and Martínez Alcántara, 2015; Martínez López, Martínez Alcántara
and Méndez Ramírez, 2015; Portillo Peñuelas et al., 2020). From
another perspective, some authors evidence that the confinement by
Covid-19 allowed the development of interpersonal skills necessary
for the healthy achievement of academic activities virtually or at a
distance between students and teachers, as well as the fact that it
opens new areas of opportunity for higher education in virtual
contexts of teaching and learning (Adarkwah and Agyemang, 2022;
Lytras et al., 2022; Luthra and Mackenzie, 2020).
Regarding the second category, Professional burnout, higher
education and Covid-19, there are authors who converge on the fact
that socio-educational confinement has caused very high levels of
professional burnout and stress, as well as problems to physical and
mental health, which translated into feelings of loneliness,
abandonment, lack of a sense of collaborative work and low levels
of development of self-taught teaching and learning processes by the
academic community worldwide (Bruggeman et al., 2022; Camacho,
Gaspar, and Rivas, 2021; Lytras et al, 2022; Negrete Cetina et al.,
2023; Quraishi, 2023); on the other hand, some works emphasize the
fact that the confinement by Covid-19 opens scenarios to think and
rethink the emotional stability of teaching professionals in direct
relation to their work performance, which forces the realization of
introspective exercises whose purpose is the creation of emotional
education programs for the academic community (Cortez-Silva et
al., 2021; Pacheco Peralta et al., 2023; Romero Oliva et al., 2022;
Said-Hung et al., 2021).
Finally, in the third category of analysis, Professional burnout, socio-
demographic conditions and Covid-19, although studies are
incipient, they assert that teaching and student populations with
greater socioeconomic and educational inequality gaps have
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developed greater physical (diseases associated or not with Covid-
19) and emotional (burnout and work and/or educational stress)
problems, in turn, the reconfiguration of academic, family and
personal environments have been key in the poor results of academic
achievement in higher education (Acuña Gamboa, 2020; Altbach
and de Wit, 2020; Armitage and Nellums, 2020; Ferrer et al., 2023;
Selvam et al., 2023; Tibber et al., 2023). In contrast, some authors
argue that high levels of professional burnout are not necessarily
related to dissatisfaction in the lives of academics, since they have
found improvements in physical activity and self-care during
confinement (De Sola et al., 2022; Pillaca, 2021).
Based on the above, it is relevant to analyze the relationship between
the sociodemographic conditions of university teachers and the
development of professional burnout during socio-educational
confinement in Mexico, the object of study that supports this
research article.
Materials and methods
This research uses as support the descriptive and correlational
research design, from the quantitative approach. The above
determination is supported by the arguments put forward by Niño
Rojas (2019) and Arias González and Covinos Gallardo (2021) in
which the importance of performing correlation analyses between
variables, from which to determine the impact that certain attributes
have on the subjects of study, is exposed.
The non-probabilistic method of purposive sampling was used to
select the study population. An essential characteristic of the
population is that the study subjects work in the higher education
sector, both in private and public institutions in Mexico. In total, the
sample is composed of 2563 academics.
To collect the information for the sample, we collaborated with the
company SociaLightMX, a collection process that covered a period
of approximately three and a half months. This company used
different processes to reach the study population, such as agendas
with educational authorities, local education secretariats, specialized
agencies, among others.
The data collection instrument consisted of a questionnaire divided
into three categories: Burnout and Syndemic, Teacher Incentive
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System and Work Well-Being. This questionnaire was designed,
among other purposes, to estimate the professional burnout and work
stress that the Teaching Incentive Systems generate in the academics
who participated during the Covid-19 pandemic, including
sociodemographic and academic aspects.
This is made up of 44 items distributed in nine dimensions, using
multiple-choice items and ordinal scales, since it is essential to
establish the reliability and validity of the data collection instrument
in order to be certain of the deductions made from them. Due to the
above, the reliability analysis was carried out by means of
Cronbach's Alpha (Rodríguez Rodríguez and Reguant Álvarez,
2020) using SPSS statistical software in its version 28, obtaining an
index of .782, a value that is within the acceptable reliability range.
Once the information was collected, we proceeded to a primary
analysis of the data, using descriptive statistics such as: mean,
standard deviation, frequency tables and Pearson's and Fisher's
asymmetry coefficients. Subsequently, an analysis of the behavior of
the variables of interest was carried out, taking as a reference the
variable that collected the opinion of professional burnout, through
the Chi-Square test to determine the significance of the associations
between the study variables, as shown in Table 1. Likewise, the
Cramer's V test analysis was applied to measure the strength of this
association, and the uncertainty coefficient as a precision test, to map
the most representative information.
Table 1. Chi-square tests performed between professional burnout
and area of specialization.
Value
df
Asymptotic significance
(bilateral)
Pearson's Chi-square
83.234
a
16
.000
Likelihood ratio
81.300
16
.000
Linear by linear association
26.550
1
.000
N of valid cases
2563
Source: Own elaboration.
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Results
Regarding the sociodemographic characteristics of the academics
who participated in the survey, the following results were obtained,
once the quantitative analysis was carried out using SPSS, on which
the variable of professional burnout was analyzed from three levels
of interest: mild, bearable and unbearable.
The levels of exhaustion provoked by the incentive systems during
the Covid-19 pandemic were more representative in the female
population in its three levels, being the most representative the
unbearable, where more than 800 academic women expressed
feeling extremely exhausted during the exercise of their professional
duties in confinement. This result infers diverse activities that
women carry out in their daily lives, in addition to the challenges of
professional development, where sometimes it is a challenge to carry
out all the responsibilities of their gender. In this sense, the results of
the analysis of association between variables stand out, one of them
was the behavior of burnout due to gender, in this association
significance values of 0 were obtained from Pearson's chi-squared
test, thus indicating an ideal concordance between the observed and
expected frequencies. Within this association it was observed that
the tendency to a higher level of exhaustion or classified as
unbearable is more prevalent in women than in men. The percentage
count of this association is shown in Figure 1.
Figure 1. Level of professional burnout by gender.
Source: Own elaboration.
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Another association analysis was the level of professional burnout
of academics due to their area of specialization, and as in the
previous case, the Pearson chi-squared test showed a significance of
0, indicating once again an ideal concordance between the observed
and expected frequencies. It is worth mentioning that, in the case of
Mexico, the areas recognized by the National Council of Science and
Technology (Conacyt) are currently nine. The area of specialization
that reported the highest count of burnout level classified as
unbearable was Medicine and Health Sciences with a representation
of more than 450 participants, followed by Behavioral Sciences and
Education with a little more than 300 professionals, and in third
place the area of Biology and Chemistry with more than 250 people
located in this area. It is worth mentioning that the same three areas
of knowledge were the ones that stood out in the remaining levels
(bearable and mild), as can be seen in Figure 2. Through these
results, the analysis of association between variables by means of the
chi-square, it is obtained that p = 0.000, as the significance is less
than 0.05, which means that the level of burnout has a close
relationship with the area of specialization.
Figure 2. Level of professional burnout by area of specialization.
Source: Own elaboration.
With regard to territorial conditions, in terms of the type of locality
(rural and urban), no correlation level was obtained to explain the
condition of the level of professional burnout as a function of the
characteristics of the locality of origin. From the analysis of the
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association between variables by means of chi-square, it is obtained
that the level of burnout has no relationship with the type of locality.
Based on this result, it can be inferred that the academic population
that decides to participate in some means of economic incentives
looks for different alternatives to cover productivity, being the
original place of origin in many occasions a situation that is solved
with a change of residence or the conditions in the whole Mexican
territory are so diverse that they go unnoticed in this area.
In the case of the marital status of the academic population, the three
levels of burnout show that divorced and/or married people are those
who experience the highest levels, a very different condition for the
single population, whose levels of burnout are expressed in a lower
proportion (n=<200). It is important to highlight the high percentage
of divorced participants, value referred to their marital status, where
almost half of the population is in this position, a total of 41.2%
(n=1057).
Figure 3. Level of professional burnout by marital status.
Source: Own elaboration.
In general sociodemographic descriptive terms, the distribution of
sex is predominantly female with 57.7% (n=1479), while 23.8% is
male (n=610), the rest identified with another sex or preferred not to
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say. Regarding the locality of the participants, 84.7% worked in
urban areas and 15.3% in rural areas.
In terms of age, the most representative group corresponds to those
between 36 and 45 years of age, with 45.9% (n=1178); on the other
hand, the least representative groups are those under 30 and over 60
years of age, with 4.5% and 3.3%, respectively.
With respect to the highest level of studies, the Master's and
Doctorate degrees are the most represented with 33.6% and 30.2%
respectively. Of these, the highest percentage of the academics
surveyed work as subject or hourly teachers (50%).
As for the distribution of professional burnout of higher education
academic personnel, it was carried out according to the highest
representativeness of the level, as follows: in the slight level, the one
with the lowest presence in the national territory, only four states of
the Mexican Republic were found, being the territories of Baja
California Sur, San Luis Potosí, Morelos and Tabasco, which are
shown in green. In second place are the states of Baja California,
Sonora, Chihuahua, Coahuila, Tamaulipas, Veracruz, Campeche,
Colima, Guerrero, Oaxaca, Guanajuato, Hidalgo, Puebla and
Tlaxcala (14 of the 32 states that make up the Mexican state),
represented with yellow, where the majority of participants referred
to a bearable level based on the economic incentives to which they
have access from their different categories and work positions. The
territorial behavior of this level of professional burnout shows that
the conditions that the state organization, through the different
Institutions of Higher Education (IES), offer a series of economic
incentive programs to their teachers, in order to make the academic
production of their states more efficient, in addition to the economic
incentives at the national level. Finally, and with the same number
of entities in the bearable level, are those states that reported having
an unbearable level of professional burnout, where the central-
western and southern zone of the country stands out with the red
color, with the states of Aguascalientes, Chiapas, Mexico City,
Durango, State of Mexico, Jalisco, Michoacán, Nayarit, Nuevo
León, Querétaro, Quintana Roo, Sinaloa, Yucatán and Zacatecas
(see Figure 4).
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Figure 4. Distribution of Professional Burnout by Entity
federative
Source: Own elaboration.
Discussion
The present research presents as main findings the relationship
between some of the sociodemographic conditions that the faculty
of Higher Education Institutions experienced during the Covid-19
pandemic, as part of the uncertainty that such an event implied in
different areas: personal, family, educational and mainly in
individual and collective health (Acuña-Gamboa, 2022).
While it is true that Covid-19 marked a before and after in the form
and pace of the development of daily activities, the issue of higher
education was no exception, since it came to reconfigure the
educational models based on virtuality, where structural and
technological inequalities were manifested taking as a reference the
age of the teaching staff, widening the digital divide between the
same teaching and student population.
One of the most relevant socio-demographic conditions is the
correlation between professional teacher burnout and the gender of
the participating population, where the highest levels were found in
the female population, a condition that, despite the efforts in terms
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of gender equity, daily practices continue to show broad inequalities
between men and women, a condition that exposes a reality that must
be addressed from the different territorial areas, as well as in the
parameters of evaluation of academic performance. In Mexico,
Conacyt has recognized the unequal condition between men and
women who participate in the National System of Researchers, for
which reason there are deadlines and complementary support for the
female population to prevent any impact on the performance of
academic activities; however, despite such efforts, it is important to
recognize that there is still a long way to go to confront the
vicissitudes that women are going through.
In terms of hiring categories, the academic subject is the one who
experiences professional burnout to a greater extent, since, being in
a constant job uncertainty, he/she potentiates professional burnout in
addition to the activities that the economic incentive systems entail.
The territorial distribution of professional teacher burnout presents
multiple nuances, due to the representativeness in each of the states,
however, it was shown that 28 states of the republic suffer bearable
and unbearable levels, where the states with the highest level present
territorial problems typical of the center of the country and of greater
population concentration (Mexico City, Puebla, Jalisco, Nuevo
Leon), where time and the cost of living are added factors to
professional burnout.
Lastly, Covid-19, in addition to strengthening the conditions of
inequality that already exist in many areas of human, economic and
social development, revealed the new labor dynamics, many of
which have become professional patterns that contravene the
emotional health of higher education academics.
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