Burnout is a growing concern in the teaching profession, reflecting the inability to cope with persistent workplace stress and posing serious risks to teachers’ well-being and the sustainability of educational systems. It is characterised by diminished personal accomplishment, lack of fulfilment, and reduced productivity at work, usually expressed in three dimensions: emotional exhaustion, depersonalisation, and professional accomplishment. This study evaluated the relationship between burnout and workplace bullying among teachers in Portugal. Data were collected through an online questionnaire including sociodemographic information, the Maslach Burnout Inventory, and the Leymann Inventory of Psychological Terrorization scale (LIPT-60), with a final sample of 2003 teachers from preschool to higher education. Both instruments demonstrated excellent validity and reliability (KMO > 0.90; Cronbach’s α > 0.87). Most teachers presented a low risk of burnout (61.2%), while 36.9% were at moderate risk, with emotional exhaustion emerging as the most critical dimension (37.8% high levels). Statistically significant differences in burnout were found by gender, marital status, contractual relationship, working hours, and family separation. Workplace bullying correlated significantly with all burnout dimensions, with victims reporting higher emotional exhaustion and depersonalisation and lower professional accomplishment. These findings highlight the need for institutional strategies to reduce bullying and prevent teacher burnout, thereby promoting sustainable education systems.
Portelada et al. (2025) studied this question.