Professional identity of higher education teachers and the threat of burnout syndrome. Systematic Review.
Professional identity of higher education teachers and the threat of burnout syndrome. Systematic Review.
DOI:
https://doi.org/10.30827/retosxxi.9.2025.31165Keywords:
identidad profesional, profesores universitarios, revisión sistemática, Burnout, experiencia profesionalAbstract
Recent educational scenarios have shaped the professional identity of all university teachers. These changes have had an impact on everything that surrounds Higher Education, both in the internal and external management of university institutions, students and university lecturers themselves. In the face of so many changes in educational scenarios, university lecturers have increased their levels of stress and anxiety in their educational and research practice. This means that this teaching staff may suffer Burnout syndrome due to prolonged overexertion together with high levels of stress, anxiety and physical or emotional discomfort. This research aims to provide an international overview of the configuration of professional identity in university teachers and its relationship with Burnout. The methodological design responds to a systematic review, following PRISMA guidelines, in prestigious international databases such as Web of Science and Scopus on the field of professional identity, university teaching staff and Burnout. The works were studied by means of a qualitative content analysis for their better study and exploration. Starting from a population of 899 scientific articles, the final sample was 26. Among the findings found, the configuration of the professional identities of teachers in Higher Education has undergone major changes accompanied by the great changes that have taken place in recent years in the world of Education. This means that university lecturers are more likely to suffer from burnout syndrome. This makes them unable to develop their professional identity in university institutions.
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