Burnout syndrome in public school teachers after the pandemic

Brazilian public education presents a very problematic situation regarding the conditions under which teachers carry out their work activities: low pay; overload; structural physical conditions; inappropriate materials; small classrooms with an excess number of students; lack of recognition and social appreciation. The combination of these factors often leads the workplace to be a place of suffering and the promotion of fatigue, stress, anxiety, depression and consequently Burnout. Therefore, these professionals may feel less enthusiastic about carrying out their duties, resulting in a vicious circle of distress, physical and mental illness, leading to them being taken off on medical leave (ASSUNAÇÃO, OLIVEIRA, 2009; PEREIRA et al., 2020). These historical difficulties faced by teachers related to the illness of these professionals are currently added to others resulting from the Covid-19 pandemic that has impacted society as a whole (BORLOTI et al ., 2020; SANTOS, 2020). There are several studies on the health of teachers (SANTOS, SILVA, 2017; PENACHI, 2018; VANZIN, 2019). The teaching category in the municipal elementary school system has been little explored, with scarce literature. In this context, research on stress and burnout syndrome becomes pertinent, as the identification of stressors can propose improvements to the category, promoting health and well-being. In this sense, the present study sought to evaluate the perception of occupational stressors and burnout indicators of teachers in the municipal education network in the city of Castelo – ES.