Incidencia del Burnout sobre la motivación docente y los ambientes bilingües de aprendizaje en instituciones educativas privadas de Colombia

Abstract

This research, which analyzes the impact of Burnout on teacher motivation and bilingual learning environments in private educational institutions in Colombia, emerged from the need to understand how institutional, occupational, and emotional conditions influence teachers’ well-being and bilingual educational. A qualitative narrative approach was adopted through a case study involving 35 teachers from private institutions, of whom 19 were selected because of their richness and narrative depth for detailed analysis. Data collection instruments included a survey focused on characterizing teachers’ working and motivational conditions, as well as a qualitative test based on the MBI (Maslach and Jackson, 1981) to explore participants’ perspectives regarding the emergence of Burnout. Data were analyzed through thematic analysis using a reflexive interpretative approach, allowing the identification of patterns related to emotional exhaustion, personal accomplishment, working conditions, and teacher motivation. The results showed sources of fatigue such as administrative overload, contractual instability, and lack of institutional support; it was also found that intrinsic motivation and professional accomplishment can protect against Burnout. Furthermore, the findings showed that teachers’ emotional exhaustion may affect pedagogical innovation, interaction with students, and the construction of educational experiences. Finally, the study proposes considering bilingual learning environments as “sensitive environments”, in which teachers’ emotional well-being becomes an essential condition for the sustainability and quality of educational processes.