Aerobic exercises to address burnout levels in teachers

Abstract

This study analyzes the impact of aerobic exercise on the reduction of burnout syndrome in teachers, a growing problem in the educational field that negatively affects emotional, physical and professional health. Burnout is manifested in three dimensions: emotional exhaustion, depersonalization and low personal fulfillment. The intervention, with a mixed approach and quasi-experimental design, was applied to 15 teachers previously identified with burnout indicators using the Maslach Inventory. It was structured in three stages: initial diagnosis, implementation of progressive aerobic routines, in this case Zumba (combination of dance routines and aerobic exercise) and post-intervention evaluation. Quantitative results revealed a statistically significant reduction in emotional exhaustion, while the depersonalization and self-fulfillment dimensions showed no significant differences. However, qualitative focus group analysis highlighted subjective improvements in emotional well-being, motivation and interpersonal relationships. The triangulation of data showed that, although the benefits were not statistically reflected in all dimensions, aerobic exercises contributed to the integral well-being of teachers. It is concluded that this physical practice represents a viable and effective tool to reduce emotional exhaustion, improve mental health and enhance educational quality through teacher self-care.