Psychotherapy Plan to Reduce Burnout in Teachers of the 24 de Mayo Elementary School

Abstract

Burnout is a growing problem in the teaching profession, affecting emotional well-being and professional performance. This study aimed to develop a cognitive-behavioral psychotherapy plan designed to reduce burnout levels among teachers at the Escuela de Educación Básica 24 de Mayo in Portoviejo, Ecuador. A mixed-methods approach was employed, considering a total population of 53 teachers who completed the Maslach Burnout Inventory Educators Survey (MBI-ES). In the quantitative phase, a census sampling method was used to include the entire population, while in the qualitative phase, a non-probabilistic purposive sampling was applied, using as an inclusion criterion teachers who showed signs of burnout. Thus, a sample of nine teachers was selected, representing the different burnout levels identified in the questionnaire. The MBI-ES results revealed a generally low level of burnout; however, 8% of the teachers exhibited high levels, demonstrating the need to implement preventive and intervention strategies. Based on these findings, a psychotherapeutic plan grounded in cognitive-behavioral techniques was designed and validated by mental health specialists. The plan is considered relevant and applicable, with potential to strengthen teachers’ emotional well-being and enhance their professional performance.