Abstract
Burnout Syndrome is characterized by a chronic stress that impacts the worker on his mental and physical health and requires actions of prevention and intervention. Thus, the study aimed to evaluate the effect of an intervention for SB in teachers. A pre-experimental design with pre and post-test was used. Twenty teachers participated in the intervention, working in a municipal elementary school in the metropolitan region of Porto Alegre, RS. The intervention consists of six meetings that dealt with the following themes: self-diagnosis, coping strategies, problem and emotion management, time/family vs. work management and realistic professional expectations at work. The results showed that the dimensions of illusion for work, problem-focused coping, and variability of emotions at work were the variables that obtained a significant increase when compared times 1 and 2 of application of the tests.
Keywords:
Burnout syndrome; teaching work; psychological intervention
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