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Abstract
The objective of this research is to analyze the state of exhaustion of the teacher in the development of their face-to-face classes versus virtual classes due to Covid-19, determining within this analysis the level of emotional fatigue, the level of depersonalization, the degree to which they recognize attitudes of coldness and detachment during the development of the classes, to value personal fulfillment and feelings of self-efficiency in the development of classes due to Covid-19. The methodology used was under the quantitative approach, where a questionnaire composed of five parts was applied, which included in these parts the Maslasch Burnout Inventory (MBI) questionnaire. Among the results are that the teacher feels more exhausted in virtual classes than in face-to-face classes, reflecting the same in fatigue, which is more tired in virtual classes than in face-to-face classes, concluding that: emotional fatigue is They feel more exhausted, in depersonalization the teacher has become more insensitive since practicing the teaching profession in person than in virtuality, while, in personal fulfillment, they are closer to suffering from Burnout Syndrome during virtual classes.
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