Burnout syndrome in teaching practice and the school environment: a narrative review abstract

Abstract

The school daily life is characterized by complex interactions, pedagogical demands and institutional challenges that directly affect teaching practice. In recent decades, social, political and educational transformations have intensified teachers’ responsibilities, increasing workload and contributing to physical and emotional exhaustion. In this context, Burnout Syndrome has emerged as a recurrent phenomenon in educational settings, especially in professions marked by continuous interpersonal interaction. This article aims to analyze the theoretical foundations of Burnout Syndrome in the school context, discussing its impacts on teaching practice in light of contemporary educational challenges. The study adopts a theoretical approach, based on a narrative bibliographic review of national and international scientific productions addressing burnout, teaching work, mental health and school daily life. Books, scientific articles and systematic reviews were analyzed, prioritizing authors who understand burnout as a relational, institutional and structural phenomenon. The results indicate that teacher burnout is strongly associated with work intensification, excessive demands, lack of institutional support and precarious working conditions. The literature also highlights significant implications for pedagogical practice, such as emotional exhaustion, distancing from students, reduced professional fulfillment and the intention to leave the profession. It is concluded that addressing burnout requires collective and institutional actions aimed at improving working conditions, strengthening organizational support and promoting teachers’ mental health.

Keywords: Burnout syndrome; Teaching practice; School context; Teacher mental health