Prevalência da Síndrome de Burnout em professores: revisão sistemática

Abstract

Introduction: Burnout Syndrome is a work-related psychosocial disorder characterized by emotional exhaustion, depersonalization, and reduced professional accomplishment. Objective: Analyze the prevalence of Burnout Syndrome in teachers and identify the main factors associated with its development. Methods: A systematic review was conducted following the guidelines of the Joanna Briggs Institute (JBI), with a protocol registered in PROSPERO (CRD420250651910). The databases used were: MEDLINE, EMBASE, LILACS, PsycInfo, and Google Scholar (grey literature). Selection criteria: Observational studies that assessed the prevalence of Burnout in teachers using validated instruments were included. Randomized clinical trials, qualitative studies, and articles not published in English were excluded, except for those indexed in the LILACS database. Data collection and analysis: Two independent reviewers conducted the screening and data extraction. Given the heterogeneity of the studies, a descriptive synthesis of the results was chosen, without meta-analysis. The methodological quality of the studies was assessed using the ROBINS-E tool (Risk Of Bias In Non-randomized Studies of Exposures). Results: This systematic review revealed that, among the 13,262 teachers analyzed in the 28 included studies, the prevalence of Burnout Syndrome was 39.74%. The condition is associated with factors such as the socioeconomic context, cultural aspects, and working conditions. Factors such as excessive workload (identified in 92.85% of the studies), lack of institutional support (85.71%), and precarious working conditions (92.85%) were identified as the main predictors of the syndrome. Moreover, middle-aged teachers (between 36 and 50 years old) and women showed greater vulnerability, with emotional exhaustion being the most prevalent dimension of the syndrome. Conclusion: The systematic review revealed that Burnout Syndrome is common among teachers and can impact their mental health and the quality of education. Highlighting the need for public policies and interventions that improve working conditions, with the aim of preventing Burnout and promoting a healthier educational environment.