Burnout Syndrome in students and teachers at the Faculty of Engineering UNA, Paraguay

Abstract

Burnout had been recognized as a growing issue in demanding educational environments; therefore, the objective of the study was to describe its manifestations and explore factors associated with emotional exhaustion, depersonalization, and reduced personal accomplishment. A descriptive cross-sectional mixed design was used, based on a population of 2,892 students and 582 faculty members, from which 182 students and 27 faculty members were selected through convenience sampling. The MBI-SS and MBI-ES inventories were applied, along with semi-structured interviews. Quantitative data were analyzed using descriptive statistics, inferential tests, and effect sizes, while qualitative data were examined through thematic analysis. Findings revealed critical levels of emotional exhaustion among students and moderate but meaningful burnout among faculty, accompanied by perceptions of academic overload, insufficient institutional resources, and dysfunctional coping strategies. The study concluded that burnout was a persistent and multifactorial phenomenon negatively impacting academic and professional well-being, highlighting the need for institutional interventions aimed at prevention, early detection, and psychoeducational support.