Risk and protector factors of burnout in teachers of students with specific needs of educational support (snes) attending regular classrooms

The teaching profession is one of the most vulnerable to experiencing psychosocial risks. Burnout syndrome can affect the attention and educational response offered with students with specific needs of educational support (SNES). The objective of this work was to identify the main risk and protective factors of burnout in teachers who attend students with SNES in the regular classroom. By means of a cross-sectional and ex post facto design, 64 teachers from regular schools who taught in Preschool, Primary, Secondary and High school levels and who had students with SNES in the classroom were assessed. The results revealed the presence of burnout and its significant association with contextual variables and factors related to meeting the needs of SNES. On the other hand, resilience and work engagement or job enjoyment acted as protectors against the syndrome and were related to better care and job well-being. The results are discussed, and guidelines are offered to promote health and improve the educational inclusion of these students in the ordinary classroom.