TEACHER BURNOUT AND MENTAL HEALTH: AN URGENCY IN EDUCATIONAL SPACE

Abstract

This study investigated the impact of teacher burnout on teachers' mental health and analyzed the working conditions and school management that influence this process. The overall objective was to understand the factors that contribute to burnout and identify supportive policies and practices that can prevent or minimize this phenomenon. The research was qualitative in nature, using the literature review methodology, with the analysis of articles, books and dissertations related to the topic. The results indicated that work overload, lack of recognition and constant pressure are determining factors for the emergence of burnout among teachers. In addition, it was identified that the school environment, with its working conditions and psychological support, has a great influence on teachers' mental health. The analysis concluded that the implementation of institutional support policies, professional appreciation and improvement of working conditions are fundamental strategies for preventing burnout and promoting teacher well-being. The final considerations suggest that, in order to improve the school environment and teachers' mental health, it is necessary to invest in effective policies and programs that consider the specificities of each school institution. Future studies should investigate how psychological support strategies can be applied effectively in different school contexts.