Psycho-educational intervention through Mindfulness with personnel of the Municipal Directorate of Education in the presence of signs of Burnout Syndrome

Abstract

The present work aims to propose the implementation of a psycho-educational intervention program based on mindfulness techniques that develops coping skills in the presence of signs of Burnout Syndrome in Managers of the Directorate of Education of Nuevitas Camagüey, Cuba. The application of teaching strategies is necessary for the improvement of the processes that affect managers; besides presenting lack of commitment, emotional exhaustion and depersonalization, they also have problems of restlessness, excessive worry, tension and agitation. The methodology used was descriptive. Three techniques were applied: the Maslach Burnout Inventory Questionnaire (MBI-ED), the Stress Inventory for Teachers and the Symptomatic Stress Scale, to a sample of 74 school principals in the municipality of Nuevitas. The results evidenced that the directors are in the presence of moderate and high levels of Burnout syndrome, medium levels of emotional exhaustion and depersonalization, personal fulfillment at a low level, the subjects surveyed maintain medium perceived levels of stress, with a predominance of symptoms such as fear, fear, insecurity, difficulty in thinking, memory loss, anxiety, anger, irritability, sadness, apathy, fatigue, indecision before tasks, poor willingness to work on the part of the students, inadequate salary, excessive demands with the institutional preventive work, pressures from superiors, having a large student body or extra students due to the absence of teachers and the implementation of new programs that do not respond to the Cuban reality. In order to fulfill the objective proposed for this research, it was suggested the implementation of a strategy planner for the well-being of managers, promoting the use of the mindfulness technique for the neuropsychological benefit that this program provides, which should be evaluated and approved for its execution by the Institutional Board of Directors and thus put into practice at the beginning of the new school year.