Stress, burnout and well-being in teaching profession: Portuguese studies

• Autor(a) principal: Candeias, Adelinda
• Data de Publicação: 2017
• Outros Autores: Calisto, I., Borralho, L., Vilia, P.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10174/23026
• topic: Stress; burnout; wellbeing; teachers

Professional satisfaction plays an important role in the way the human being develops his work. This is a complex and subjective concept since the same situation can be a source of satisfaction for one individual and the cause for dissatisfaction for another (Lammy, 2015). Professional satisfaction in teaching is associated with important variables such as self-esteem, physical and mental well-being, motivation, commitment, involvement, stress, absenteeism, success and professional achievement (Viveiros, 2011). When a teacher displays feelings of dissatisfaction and malaise, such feelings affect not only his fellow teachers but also the students. Such disinvestment and lack of motivation contribute directly to students' lack of interest in the classroom and, consequently, to a lower quality of the teaching and learning processes (Resende, 2003). According to Silva (2012), professional satisfaction has direct effects on teachers’ motivation, which in turn always influences in some way the students’ academic success and compromises teachers’ willingness to their work, both individually and in teams. Professional satisfaction thus contributes to a pleasant school climate, facilitating planning and collaborative practices among teachers in order to achieve educational success.