Job demands and resources in relation to burnout and educational coexistence among Chilean education workers

This study aimed to examine the fit of a structural equation model relating selected job demands and job resources to burnout and perceptions of educational coexistence among Chilean education personnel. A total of 710 workers from this sector (administrators, teachers, and teaching assistants) participated. Structural equation modeling (SEM) was conducted using robust maximum likelihood estimation and absolute and incremental fit indices. The proposed model showed acceptable fit (χ^² = 3181, df = 1307, p <.001; CFI _Robust = 0.911; TLI _Robust = 0.907; GFI = 0.956; RMSEA _Robust = 0.049). Workload and work-family conflict were positively associated with burnout (R^² = 0.612; p <.001), whereas role clarity and social support were positively associated with perceptions of educational coexistence (R^² = 0.396; p <.001). Overall, the findings are consistent with the Job Demands-Resources framework and suggest that, in this sample, job demands are more strongly linked to burnout, whereas job resources are more strongly linked to perceptions of educational coexistence. The study is discussed in relation to the Chilean educational context and the implementation of the National Policy on Educational Coexistence.