BURNOUT SYNDROME IN TEACHING: IMPACTS ON THE MENTAL HEALTH OF BASIC EDUCATION TEACHERS

Abstract

This study analyzes the relationship between teaching work and Burnout Syndrome, focusing on the effects of this phenomenon on the mental health of basic education teachers. The research is justified by the intensification of work demands, institutional pressures, and the precariousness of working conditions, factors that contribute to increased occupational stress and the development of psychological illnesses in the educational context. The objective is to examine the impacts of Burnout Syndrome on teachers’ mental health, as well as to identify associated factors and their repercussions on professional practice. This is a bibliographic research with a qualitative approach, based on specialized literature on occupational stress and workers’ health in education. The results indicate that work overload, professional devaluation, conflicts in the school environment, lack of institutional support, and inadequate infrastructure conditions contribute to emotional exhaustion, affective distancing, and reduced professional effectiveness, in addition to being associated with symptoms such as anxiety, chronic fatigue, demotivation, and risk of depression. It is concluded that Burnout Syndrome in teaching constitutes a relevant occupational health problem, requiring the implementation of public policies and institutional actions aimed at valuing teachers, preventing illness, and promoting healthy school environments in order to ensure better working conditions and well-being for educators.