| Sumario: | The overall goal that guided the research set forth as follows: Know the incidence of Burnout Syndrome in the teaching role of the teachers working in the UTE NO. 3, of Canton of Saraguro, province of Loja, period of the academic year 2012- 2013. With this purpose we used: Maslach second version 1981, which refers to three sub scales: from exhaustion or emotional exhaustion, depersonalization, and personal accomplishment. The Questionnaire of Staff Burnout Scale (SBS) Jones version 1980 and a questionnaire on demographic data and labor of 27 questions with topics such as age, marital status, sex, seniority etc… applied to 36 kindergarten teachers and staff working in the Territorial Unit No 3.Teachers with a diversity of skills and individual characteristics and instruments that allowed us to analyze and compare the information. The results obtained in this study indicate that the kindergarten teacher and staff are affected in 52% with the Burnout Syndrome or "Master burned" raises the following conclusions: The causes that generate the burnout syndrome in the teachers are the constant criticism they receive from the part of the leadership, parents, workmates, and community. The 52% of the teachers who possess the burnout syndrome is characterized by having a bad teacher performance precisely for the same reason. In addition recommendations are: That the teachers could maintain a good level of self-esteem, to avoid the criticism that affects their sensitivity. And with this, their performances in teaching practice. That the managers ensure a work environment of respect for the teacher's work, organize recreational activities, and more than promote friendship and camaraderie also managed to reduce by this means, tension caused by the job. Recommendations that aim to provide an option to the teachers who suffer from the syndrome and also serve as material for the development of future research in this area. Finally there is an alternative guideline, in order to raise awareness among all the workmates in the importance of support each other by improving the institutional climates, from that space to be able to stop in something the negative reviews, both by the education authorities such as parents of the community where we do our work.
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