SAÚDE MENTAL NO AMBIENTE DE TRABALHO E NA DOCÊNCIA: BURNOUT, ESTRESSE OCUPACIONAL E IMPACTOS NA QUALIDADE DE VIDA

Abstract

ABSTRACT Mental health in teaching work has been associated with several psychosocial and organizational factors capable of compromising educators’ well-being and quality of life. This study aimed to analyze scientific evidence on burnout and occupational stress among teachers, their associated factors, and their repercussions on mental health, quality of life, and work ability. An integrative literature review was conducted using recognized scientific databases, including PubMed/MEDLINE and SciELO, complemented by bibliographic reference tracking. Studies involving teachers from primary, secondary, and higher education were included and subjected to critical appraisal of methodological quality and risk of bias using Joanna Briggs Institute tools. The findings showed recurrent associations between workload, time pressure, emotional demands, role conflict, low autonomy, and insufficient institutional support with higher levels of stress, emotional exhaustion, and burnout. Anxiety, depressive symptoms, sleep disturbances, poorer quality of life, reduced work ability, sickness absence, and intention to leave the profession were among the main identified outcomes. Self-efficacy, autonomy, peer support, supportive leadership, and organizational support were associated with more favorable outcomes, while structured interventions demonstrated benefits across different mental health indicators. It is concluded that addressing occupational distress among teachers requires integrated strategies combining individual health promotion with sustainable changes in work organization and working conditions. Keywords: mental health; burnout, professional; occupational stress; teachers; quality of life.