Universidad Autonoma de Sinaloa (MEXICO)
About this paper:
Appears in: ICERI2013 Proceedings
Publication year: 2013
Pages: 4374-4380
ISBN: 978-84-616-3847-5
ISSN: 2340-1095
Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain
Now a day is more common, transcendental and serious the studies to find the causes of low academic performance, for the high dropout rates, the low efficiency terminal and a good or bad teaching performance. Here is shown as the second phase of a research that aims to predict with a high percentage of security the academic performance of candidates to study for a university degree, a study to discover other coefficients of a long succession of variables discussed above: the teaching performance and the burnout syndrome.

The Burnout syndrome describes physical and psychological states of the individual, characterized by decrease in energy, concentration, loss of motivation, among others. This symptom is one of the main causes of absence from work and, in some cases, dropping out of school. It has also been considered as a variable that could cause low teaching performance or poor academic performance.

This syndrome affects people who work with and for other people, for example teachers, students, doctors, nurses, psychologists, etc., does not discriminate against age or gender. University professors and students are constantly under situations that can make the syndrome manifests itself.

Considering the Burnout syndrome one more component that influences the academic performance in the university (such as gender, career in high school, the vocation, etc. ) by affecting the teaching performance, raised in this research modeling the relationship between the burnout syndrome in university professors of the Faculty of Computer Science Mazatlan (FIMAZ), of the University of Sinaloa (UAS) and their teaching performance, this last defined as the result obtained in the assessment of teachers for the institutional administration and quantified as the percentage given by the students according to various items, such as lesson planning, delivery of the content, time management, evaluations, etc., through the implementation of the mathematical method of linear regression.

In this work, the information was collected using a specialized instrument to measure the presence of the burnout syndrome (Maslash Scale) between teachers. Among the most relevant results it should be pointed out that the teachers with a seniority of 15 years or more, have better rates of teacher performance (85% or more) and low levels of exhaustion (burnout); while teachers with 14 years or less time in the classroom, obtained a percentage of approval of the students from less than 85% and high levels of fatigue (burnout). It is important to highlight that, in a general view, 20% of teachers surveyed presents high rates of burnout and the 36% average levels of this syndrome.

It can be concluded that the burnout syndrome impact largely to young teachers or with less seniority, thereby affecting their teaching performance. However, should not be excluded from other factors also involved in the teaching and learning process.
Linear Regression, Burnout, Teaching Performance, Math Model, Academic Achievement.