Resumo

LOZANO QUIROZ, Aliz Martha. Coping styles and psychological well-being as predictors of burnout in regular basic education teachers. Revista InveCom [online]. 2025, vol.5, n.3, e050364.  Epub 03-Maio-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.14502282.

The objective of the research was to determine the extent to which coping styles and psychological well-being predict burnout in regular elementary school teachers in San Miguel. A quantitative approach was used with an empirical research design and an associative strategy, oriented to the prediction of behaviors. Data collection was carried out using three instruments: the Maslach Burnout Inventory (MBI), the Psychological Well-Being Scale BIEPS-A and the COPE-28. The sample consisted of 300 teachers from regular basic education institutions in San Miguel. The main results indicated that both coping styles and psychological well-being explain 8.28 % of the variability of burnout, with a coefficient of determination of R² = .0828. When analyzed separately, coping, as an independent variable, showed a coefficient of determination of R² = .077, indicating that it explains 7.7% of the variability of burnout. On the other hand, psychological well-being did not present a statistically significant value, suggesting that it does not have a direct influence on burnout in this context. It is concluded that the findings contribute to the understanding of the relationship between these variables, showing that coping has a greater predictive impact on burnout.

Palavras-chave : burnout syndrome; coping strategies; psychological well-being of teachers.

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