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Psychosocial Risk Factors and Burnout Among Teachers: Can Emotional Intelligence Make a Difference?

Author

Listed:
  • Carla Barros

    (Faculty of Human and Social Sciences, University Fernando Pessoa, Praça de 9 de Abril 349, 4249-004 Porto, Portugal)

  • Carina Fernandes

    (Faculty of Human and Social Sciences, University Fernando Pessoa, Praça de 9 de Abril 349, 4249-004 Porto, Portugal)

  • Pilar Baylina

    (ESS, Polytechnic of Porto, Rua Dr. António Bernardino de Almeida, 400, 4200-072 Porto, Portugal)

Abstract

Teaching is a complex profession that demands simultaneous cognitive and emotional efforts. The present study aims to determine whether teachers’ emotional intelligence moderates the relationship between psychosocial risk factors and burnout. A cross-sectional online survey was conducted among 215 secondary school teachers. Measurement instruments included the Burnout Assessment Tool (BAT-23) to assess burnout dimensions; the Health and Work Survey (INSAT) to evaluate psychosocial risk factors; and the Wong and Law Emotional Intelligence Scale (WLEIS-P) to assess emotional intelligence. A mediation/moderation analysis using the PROCESS macro was conducted to examine whether emotional intelligence mediates/moderates the relationship between psychosocial risk factors and burnout among teachers. The results show that psychosocial risk was a significant positive predictor of burnout (B = 0.313, p = 0.001), indicating that higher perceived risk was associated with higher burnout symptoms. Emotional intelligence did not significantly predict burnout on its own (B = 0.176, p = 0.364), and the interaction term (psychosocial risk × emotional intelligence) was not significant (B = 0.000, p = 0.995), suggesting that emotional intelligence does not moderate the relationship between psychosocial risks and burnout. These findings underscore a more holistic approach to address burnout, centered in intervention strategies that include a deeper analysis of organizational context determinants.

Suggested Citation

  • Carla Barros & Carina Fernandes & Pilar Baylina, 2025. "Psychosocial Risk Factors and Burnout Among Teachers: Can Emotional Intelligence Make a Difference?," IJERPH, MDPI, vol. 22(9), pages 1-15, September.
    • Handle: RePEc:gam:jijerp:v:22:y:2025:i:9:p:1439-:d:1750696
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    References listed on IDEAS

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    1. Susana Lucas-Mangas & Lorena Valdivieso-León & Ivette Margarita Espinoza-Díaz & Jordi Tous-Pallarés, 2022. "Emotional Intelligence, Psychological Well-Being and Burnout of Active and In-Training Teachers," IJERPH, MDPI, vol. 19(6), pages 1-10, March.
    2. Belinda Agyapong & Pamela Brett-MacLean & Lisa Burback & Vincent Israel Opoku Agyapong & Yifeng Wei, 2023. "Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review," IJERPH, MDPI, vol. 20(9), pages 1-22, April.
    3. Liliana Cunha & Daniel Silva & Mariana Macedo, 2024. "Different Shades of Green: An Analysis of the Occupational Health and Safety Risks Faced by Wind Farm Workers," Sustainability, MDPI, vol. 16(7), pages 1-14, April.
    4. Carla Barros & Pilar Baylina, 2024. "Disclosing Strain: How Psychosocial Risk Factors Influence Work-Related Musculoskeletal Disorders in Healthcare Workers Preceding and during the COVID-19 Pandemic," IJERPH, MDPI, vol. 21(5), pages 1-12, April.
    5. Jorge Sinval & Ana Claudia S. Vazquez & Claudio Simon Hutz & Wilmar B. Schaufeli & Sílvia Silva, 2022. "Burnout Assessment Tool (BAT): Validity Evidence from Brazil and Portugal," IJERPH, MDPI, vol. 19(3), pages 1-25, January.
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    7. Dominik Borawski & Martyna Sojda & Karolina Rychlewska & Tomasz Wajs, 2022. "Attached but Lonely: Emotional Intelligence as a Mediator and Moderator between Attachment Styles and Loneliness," IJERPH, MDPI, vol. 19(22), pages 1-18, November.
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