BURNOUT SYNDROME AMONG BASIC EDUCATION TEACHERS: IMPACTS ON EMOTIONAL ILLNESS AND REPERCUSSIONS IN THE SCHOOL ENVIRONMENT

Abstract

Burnout syndrome has been widely studied due to its impact on workers' mental health, particularly among education professionals. This study aimed to analyze burnout syndrome among basic education teachers, investigating its impact on emotional ill-health and its repercussions within the school environment, while comparing teachers from public and private school systems. This is an applied research study employing a mixed-methods (quantitative-qualitative) approach and a descriptive-comparative design. Data were collected via an online questionnaire administered to 64 basic education teachers. The results revealed high levels of emotional exhaustion, workload overload, professional demotivation, and a perceived lack of institutional support for mental health. Qualitative analysis uncovered reports of anxiety, emotional depletion, a sense of professional devaluation, and intentions to leave the profession. These findings corroborate classic studies on teacher burnout, highlighting the need for institutional actions aimed at preventing occupational ill-health, promoting mental health, and improving working conditions within the school setting. The study concludes that teacher burnout is a multifactorial phenomenon requiring organizational interventions and public policies focused on valuing education professionals.