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Abstract
The aim of this study was to analyze the relationship between emotional exhaustion, depersonalization, and personal accomplishment in teacher burnout at an educational institution. Using a quantitative design, the Maslach Burnout Inventory (MBI) questionnaire was administered to a sample of 85 teachers. The results showed that emotional exhaustion was the main predictor of burnout, with a significant correlation of 0.832 (p < 0.001), followed by depersonalization with a correlation of 0.571 (p < 0.001). However, no significant correlation was observed between personal accomplishment and burnout (-0.055, p = 0.617). These findings highlight the need to implement strategies aimed at reducing emotional exhaustion and promoting greater personal accomplishment among teachers. It is concluded that educational institutions must prioritize interventions that address teachers' emotional well-being to prevent burnout and improve the educational environment.
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