TEACHER BURNOUT IN BASIC EDUCATION: EMOTIONAL IMPACTS, PEDAGOGICAL PRACTICES, AND COPING STRATEGIES IN EVERYDAY SCHOOL LIFE

Abstract

This article discusses teacher burnout in basic education, highlighting emotional impacts, repercussions on pedagogical practices, and coping strategies in everyday school life. The objective was to systematize theoretical foundations of burnout and analyze how work-related exhaustion can affect pedagogical mediation, school climate, and the quality of interactions, as well as to identify prevention and care strategies at individual, collective, and institutional levels. Methodologically, this is a narrative literature review with a qualitative approach, based on classic and contemporary studies on burnout, occupational health, and teaching work. The findings indicate that burnout is characterized by emotional exhaustion, affective distancing, and reduced sense of efficacy, associated with chronic workplace stress, intensified demands, lack of support, and low recognition. It also shows that exhaustion can reduce instructional flexibility, hinder classroom management, and increase defensive responses, affecting the teacher–student bond. The study concludes that coping strategies require articulated actions, including training, management support, strengthened collaborative work, and care policies that reduce risk factors and sustain more humane working conditions.