Eficacia de la vacuna tetravalente versus la vacuna trivalente para la prevención de la influenza estacional en personas susceptibles. Revisión sistemática

Abstract

Background: Burnout syndrome and depression are common disorders in education, linked to the deterioration of teacher well-being and the quality of education. In Latin America, high levels of emotional exhaustion and depressive symptoms have been reported, highlighting the need to study this relationship in local contexts. Objective: This study aimed to determine the relationship between burnout syndrome and depression in teachers at La Providencia Educational Unit, Azogues, Ecuador, during the 2024–2025 academic year. Methodology: An observational, analytical, cross-sectional study with a quantitative approach was conducted. Ninety teachers were included via census sampling. The Maslach Burnout Inventory and the Beck Depression Inventory were applied. Results: The sample consisted of 61 women (67.8%) and 29 men (32.2%), with a mean age of 42.3 years. High burnout was present in 5.6% and 57.8% were at risk. Regarding depression, 7.8% showed symptoms, predominantly at mild and moderate levels. A statistically significant association between burnout and depression was identified (OR = 30.375; p = 0.001), indicating a considerable increase in the risk of depressive symptoms in the presence of professional burnout. Conclusions: There is a significant association between burnout syndrome and depression in teachers, with burnout being an important risk factor for developing depressive symptoms. The implementation of preventive strategies and institutional interventions is recommended. Keywords: Burnout, depression, teachers, work-related stress, mental health.