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Prevalence of Burnout Syndrome for Public Schoolteachers in the Brazilian Context: A Systematic Review

Author

Listed:
  • Natalia P. Montoya

    (Península Institute, São Paulo 01452-000, Brazil)

  • Lia C. O. B. Glaz

    (Península Institute, São Paulo 01452-000, Brazil)

  • Lucas A. Pereira

    (Península Institute, São Paulo 01452-000, Brazil
    NAR-Nucleus of High Performance in Sport, São Paulo 04753-060, Brazil
    Department of Human Movement Sciences, Federal University of São Paulo, São Paulo 11015-020, Brazil)

  • Irineu Loturco

    (Península Institute, São Paulo 01452-000, Brazil
    NAR-Nucleus of High Performance in Sport, São Paulo 04753-060, Brazil
    Department of Human Movement Sciences, Federal University of São Paulo, São Paulo 11015-020, Brazil
    Faculty of Life Sciences and Education, University of South Wales, Pontypridd, Wales CF037 1DL, UK)

Abstract

The aim of this systematic review was to examine the prevalence of burnout-related symptoms in Brazilian schoolteachers who work in public schools. The literature search was conducted using the following databases: PubMed-MEDLINE, Scopus, and Web of Science. Peer-reviewed studies published in English, Spanish, or Portuguese were considered for inclusion. A total of 2106 records were identified through database searching and 7 additional studies were identified through other sources. Based on the inclusion and exclusion criteria, 19 studies were included in the systematic review. Burnout syndrome prevalence was assessed through seven distinct questionnaires. Overall, the majority of the studies presented high methodological quality. Brazilian schoolteachers exhibited high levels of emotional exhaustion (21–69%), high or moderate degrees of depersonalization (8–32%), and high levels of personal realization and enthusiasm toward the job (30–90%). From these data, it is possible to infer that Brazilian schoolteachers are, in general, affected by burnout syndrome. However, and, surprisingly, they seem to be motivated and idealistic, as demonstrated by their high levels of personal realization and enthusiasm toward the job (30–90%). This likely favors the implementation of programs designed to avoid or reduce burnout, deal with stress, and enhance teaching quality.

Suggested Citation

  • Natalia P. Montoya & Lia C. O. B. Glaz & Lucas A. Pereira & Irineu Loturco, 2021. "Prevalence of Burnout Syndrome for Public Schoolteachers in the Brazilian Context: A Systematic Review," IJERPH, MDPI, vol. 18(4), pages 1-11, February.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:4:p:1606-:d:495932
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    Cited by:

    1. Adriane Mesquita de Medeiros & Mariana Fernandes Lobo & Marcel de Toledo Vieira & Lia Duarte & João Paulo Monteiro Carvalho & Ana Cláudia Teodoro & Rafael Moreira Claro & Nayara Ribeiro Gomes & Albert, 2023. "Social Vulnerability of Brazilian Metropolitan Schools and Teachers’ Absence from Work Due to Vocal and Psychological Symptoms: A Multilevel Analysis," IJERPH, MDPI, vol. 20(4), pages 1-15, February.

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