Burnout y educación en línea: adaptación y validación de escala durante la pandemia
| Date | 01 January 2022 |
| Author |
TELOS: Revista de Estudios Interdisciplinarios en Ciencias Sociales
ISSN 1317-0570 / ISSN (e) 2343-5763
Vol.
24
(1)
: 24-39.
Enero-Abril
2022
24
Universidad Privada Dr. Rafael Belloso Chacín, Venezuela
BURNOUT AND ONLINE EDUCATION: ADAPTATION AND VALIDATION
OF SCALE DURING PANDEMIC
J. Patricia Muñoz-Chávez
https://orcid.org/0000-0002-8485-8594
Rigoberto García-Contreras
https://orcid.org/0000-0002-7951-9205
David Valle-Cruz
https://orcid.org/0000-0002-5204-8095
RECIBIDO: Julio 2021 / ACEPTADO: Septiembre 2021 / PUBLICADO: Enero 2022
ABSTRACT
During the COVID-19 pandemic, online education represented a serious alternative to continuing
working life in higher education institutions (HEIs). Teachers around the world embraced a new
role, adopting and using a wide range of technological and virtual tools to continue performing
their activities and with the aim to interact with students and to continue teaching. For this reason,
research related to seek an d identify factors for the teachers’ well -being is essential for
educational leaders. Regarding these ideas, this paper aims to test the construct validity of a
Mexican version of the Maslach Burnout Inventory-Educators Survey (MBI-ES) of Maslach et al.
(1997), adapted to online education. Participants consisted of 406 Mexican university teachers
who emergently switched from traditional to online ed ucational practices during the SARS-CoV-
2 virus outbreak. In order to test the factor structure of three alternative models based on Szigeti
et al. (2016), the authors performed exploratory and confirmatory factor analyses (Ferrando &
Lorenzo-Seva, 2018). Results showed that the model with three domain factors has the best fit.
Besides, our findings show that the three-factor structure of the Mexican adaptation of MBI-ES is
valid and reliable for the analysis of online education because t he loading of all factors was
representative.
Keywords: Burnout, Teacher, Online Education, COVID-19, Pandemic, Scale Adaptation .
Universidad Tecnológica de la Zona Metropolitana del Valle de México. Hidalgo, México. Correo Electrónic o: j.chavez@utvam.edu.mx
Universidad Autónoma del Estado de México. Toluca, México. Correo Electrónico: rgarciac@uaemex.mx
Universidad Autónoma del Estado de México. Toluca, México. Correo Electrónico: dav acr@uaemex.mx
Como citar: Muñoz-Chávez, J. Patri cia; García-Contreras, Rigoberto; Valle-Cruz, David. ( 2022).
Burnout and Online Education: Adaptation a nd Validation of scale during Pandemic. Telos: revista de
Estudios Interdisciplinarios en Ciencias Sociales, 24 (1), Venez uela. (Pp. 24-39).
DOI: www.doi.org/10.36390/telos241.03
Muñoz-Chávez, García-Contreras y Valle- Cruz
Vol.
24
(1)
: 24-39
. Enero-Abril
2022
25
Burnout y educación en línea: adaptación y validación de escala durante la pandemia
RESUMEN
La educación en línea representa una alternativa a la continuidad de la vida laboral en las
instituciones de educación super ior (IES). Los docentes adoptaron un nuevo rol al disponer de
una serie de herramientas tecnológicas y virtuales para realizar sus actividades e interactuar con
los alumnos. Por esta razón, la búsqueda e identificación de factores para el bienestar de los
profesores es esencial para los líderes educativos. Este trabajo tiene como objetivo probar la
validez de constructo de una versión mexicana de la escala Maslach Burnout Inventory-
Educators Survey (MBI-ES) de Maslach et al. (1997), adaptada a la educación en línea. Los
participantes consisten en 406 profesores universitarios mexicanos que cambiaron las prácticas
educativas tradicionales por prácticas en línea durante la pandemia de COVID-19. Para probar
la estructura factorial de tres modelos alternativos tomando como base a Szigeti et al. (2016), se
realizaron análisis factoriales exploratorio y confirmatorio (Ferrando y Lorenzo-Seva, 2018). Los
resultados mostraron que el modelo con tres factores de dominio tiene el mejor ajuste. Además,
nuestros hallazgos muestran que la estructura de tres factores de la adaptación mexicana de
MBI-ES es válida y confiable para el análisis de la edu cación en línea porque todas las cargas
de los factores fueron representativas.
Palabras clave: Burnout, Docente, Educación en línea, COVID-19, Pandemia, Adaptación de
escala.
Introduction
Nowadays, the COVID-19 pandemic has forced the world to lock down numerous
economic activities (Lin et al., 2020). Governments have forced their citizens to remain in total or
partial isolation, face difficulties and un expected conditions (Cooper et al., 2020). As a result,
society has faced important challenges and effects, being the education sector not the exception,
and generating undesirable consequences for members who work r emotely (Panisoara, et al.,
2020). For instance, teachers, researchers, administrative staff, and students are isolated to
preserve their safety (Hasan & Bao, 2020). Universities face new challenges, where the
educational process needs to be planned, organized , and systematized in such a way that the
acquisition of knowledge is not affected and will survive this “new normality”. Universities also
need to face new paradigms and organizational transformations, as well as the increase in
teaching activities (Chen et al., 2020).
Online education and information and communication technologies (ICTs) have
become a global trend representing an indispensable tool to continue the learning process
(Panisoara et al., 2020), by redu cing the temporal and spatial boundaries required to stop the
virus spread. Although the digital world is not new in the education sector; currently, the pandemic
substantially accelerated its use and increased tensions and workloads for teachers (Rapanta,
2020). Teachers likely experience a state of physical or mental exhaustion caused by overwork
or stress generated by daily confrontation with disruptive practices (Evers et al., 2004).
Teachers' mental health impacts on effective teaching and students' personal,
emotional, and ach ievement development (Szigeti, et al., 2016). Hence, teaching is a
fundamental activity with high emotional risk, and now more than ever, society requires its full
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