摘要：Este estudo analisa a experiência de stress e burnout em professores e o papel da avaliação cognitiva na relação estabelecida entre stress e burnout. Participaram no estudo 451professores, sendo 317 do sexo feminino (71.1%). As idades variaram entre 28 e 67 anos (M = 46.88; DP = 7.80). O protocolo de avaliação incluiu um questionário demográfico, a Escala de Avaliação Cognitiva, o Questionário de Stress em Professores e a Medida de Burnout de Shirom-Melamed. Os resultados mostraram que 55.1% dos professores percecionaram níveis significativos a elevados de stress profissional, sendo a fadiga física o sintoma de burnout mais frequente. Verificou-se também que a avaliação cognitiva medeia parcialmente a relação estabelecida entre o stress e o burnout. Em síntese, a atividade de professor é exigente do ponto de vista emocional, sendo de considerar, igualmente, a importância dos processos de avaliação cognitiva na adaptação ao stress.
其他摘要：This study analyses the experience of stress and burnout in teachers and the role of cognitive appraisal on the relationship between stress and burnout. Participated in the study 451 teachers from northern Portugal being 317 females (71.1%). The ages ranged between 28 and 67 years (M = 46.88, SD = 7.80). The evaluation protocol included a demographic questionnaire, the Cognitive Appraisal Scale, the Stress Questionnaire for High School Teachers, and the Shirom-Melamed Burnout Measure. The results showed that 55.1% of the teachers perceived significant to high levels of stress at work, and physical fatigue was the most frequent symptom of burnout. It was also found that cognitive appraisal partially mediates the relation between stress and burnout. In sum, the teacher activity is emotionally demanding and we should also consider the importance of cognitive appraisal processes in adaptation to stress.
