Abstract
This study analyses the relationship between well-being, burnout, and teacher engagement in southern Chile, while considering contextual variables such as the number of enrolled students and the vulnerability indices of educational institutions. Validated instruments such as the MBI-ES, UWES-9 and a teacher well-being scale were applied to study a sample of 223 teachers from different institutions.
The results indicate generational differences: senior teachers tend to display stronger engagement alongside reduced burnout, whereas early-career educators exhibit the opposite trend. Particularly, teachers working in secondary education report lower well-being than their peers at other educational levels. Furthermore, it is observed that schools with high enrolment also tend to have lower levels of teacher well-being.
A moderate correlation was found between the components of well-being and levels of burnout and engagement. Multiple linear regression analysis revealed that the socioeconomic and occupational aspects of objective well-being are the main predictors of the dimensions of burnout and engagement. The study also offers a comprehensive look at how the conditions of the educational environment influence the well-being of teaching professionals. These findings suggest that addressing specific aspects of well-being could be key to reducing burnout and fostering teacher engagement.