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Artículos de Investigación

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Burnout y desempeño en formadores andinos: mediación del engagement y moderación del apoyo institucional

Burnout and performance in Andean trainers: mediating engagement and moderating institutional support
Publicado
2026-07-17
Contexto: El estrés laboral crónico afecta la formación docente, especialmente en contextos de precariedad estructural, impactando el desempeño y el bienestar de los formadores. Objetivo: Determinar el efecto del burnout sobre el desempeño docente y analizar la mediación del engagement laboral y la moderación del apoyo institucional en formadores de un Instituto Superior Pedagógico público del altiplano peruano. Metodología: Se empleó un diseño transversal correlacional con 287 docentes. Se aplicaron el Maslach Burnout Inventory-Educators Survey (MBI-ES), el Utrecht Work Engagement Scale (UWES-9), una escala de desempeño basada en TALIS y una escala de apoyo institucional. Se realizó análisis factorial confirmatorio para validar el modelo de seis factores (CFI = 0,941; RMSEA = 0,062). Resultados: El agotamiento emocional se asoció negativamente con el desempeño docente (β = -0,260; p < 0,001). El engagement laboral medió parcialmente esta relación, representando el 20,7 % del efecto total (IC 95 % [-0,089, -0,024]). El apoyo institucional moderó el vínculo burnout-desempeño (β = 0,205; p = 0,003), evidenciando que su presencia atenúa el impacto negativo del burnout. Conclusiones: El engagement laboral actúa como mecanismo de compensación parcial frente al burnout, mientras que el apoyo institucional funciona como una condición de frontera que modula la relación entre agotamiento emocional y desempeño docente. Se recomienda fortalecer estrategias de engagement y apoyo institucional para mitigar los efectos del estrés laboral en contextos educativos vulnerables.
Context: Chronic occupational stress affects teacher training, particularly in contexts of structural precariousness, impacting both the performance and well-being of teacher educators. Objective: To determine the effect of burnout on teacher performance and to analyze the mediating role of work engagement and the moderating role of institutional support among faculty at a public Higher Pedagogical Institute in the Peruvian highlands. Methodology: A cross-sectional correlational design was employed with a sample of 287 teachers. The Maslach Burnout Inventory-Educators Survey (MBI-ES), the Utrecht Work Engagement Scale (UWES-9), a performance scale based on TALIS, and an institutional support scale were administered. Confirmatory Factor Analysis (CFA) validated the six-factor model (CFI = 0.941; RMSEA = 0.062). Results: Emotional exhaustion was negatively associated with teacher performance (β=−0.260; p<0.001). Work engagement partially mediated this relationship, accounting for 20.7% of the total effect (95% CI [-0.089, -0.024]). Furthermore, institutional support moderated the burnout–performance link (β=0.205; p=0.003), demonstrating that its presence buffers the negative impact of burnout. Conclusions: Work engagement acts as a partial compensatory mechanism against burnout, while institutional support functions as a boundary condition that modulates the relationship between emotional exhaustion and teacher performance. Strengthening engagement strategies and institutional support is recommended to mitigate the effects of occupational stress in vulnerable educational settings.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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