Burnout syndrome among education professionals: challenges for well-being and teaching performance
DOI:
https://doi.org/10.62697/rmiie.v5i4.445Keywords:
Burnout syndrome, teacher well-being, mental health, teaching performance, occupational stressAbstract
Burnout syndrome is one of the leading occupational health problems currently affecting education professionals and represents a growing challenge to the quality and sustainability of educational systems. The objective of this article was to analyze burnout syndrome among teachers through a literature review of recent scientific evidence, examining its conceptual foundations, risk factors, consequences for well-being and professional performance, as well as the main prevention and intervention strategies. The literature search was conducted using international scientific databases and publications from specialized organizations, with priority given to studies published between 2018 and 2026. The reviewed evidence demonstrates that burnout is a multidimensional phenomenon arising from the interaction of high job demands, insufficient organizational support, administrative overload, limited opportunities for professional development, and work-life imbalance. Furthermore, the findings indicate that teacher burnout negatively affects mental health, job satisfaction, professional commitment, teaching quality, and educational outcomes. The studies analyzed consistently show that interventions focused exclusively on the individual are insufficient unless accompanied by structural changes within educational institutions. Consequently, burnout prevention requires comprehensive policies that combine the strengthening of personal resources with organizational strategies aimed at improving working conditions, promoting teacher well-being, and fostering higher-quality and more sustainable education.
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