Burnout and social support in Primary School teachers

Abstract

This paper examines the relationship between burnout and perceived social support in a sample of 801 Primary School teachers. The Maslach Burnout Inventory (MBI) and the Duke-UNC-11 questionnaire were used. The statistical method used was canonical correspondence analysis, where the linear combination of the social support factors that maximises the dispersion of values of the three dimensions of the MBI was selected. The results of the study show that perceived social support relates to each of the dimensions of burnout syndrome in a different way and that is key to restore psychosocial balance.