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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Oliveira, S., Roberto, M. S., Veiga-Simão, A. M. & Marques-Pinto, A. (2026). Addressing teacher occupational health in challenging times: The role of a positive organizational climate in buffering teachers’ burnout. International Journal of Environmental Research and Public Health. 23 (1)
Exportar Referência (IEEE) 
A. S. Francisco et al.,  "Addressing teacher occupational health in challenging times: The role of a positive organizational climate in buffering teachers’ burnout", in Int. Journal of Environmental Research and Public Health, vol. 23, no. 1, 2026
Exportar BibTeX 
@article{francisco2026_1770141042369,
	author = "Oliveira, S. and Roberto, M. S. and Veiga-Simão, A. M. and Marques-Pinto, A.",
	title = "Addressing teacher occupational health in challenging times: The role of a positive organizational climate in buffering teachers’ burnout",
	journal = "International Journal of Environmental Research and Public Health",
	year = "2026",
	volume = "23",
	number = "1",
	doi = "10.3390/ijerph23010042",
	url = "https://www.mdpi.com/journal/ijerph"
}
Exportar RIS 
TY  - JOUR
TI  - Addressing teacher occupational health in challenging times: The role of a positive organizational climate in buffering teachers’ burnout
T2  - International Journal of Environmental Research and Public Health
VL  - 23
IS  - 1
AU  - Oliveira, S.
AU  - Roberto, M. S.
AU  - Veiga-Simão, A. M.
AU  - Marques-Pinto, A.
PY  - 2026
SN  - 1660-4601
DO  - 10.3390/ijerph23010042
UR  - https://www.mdpi.com/journal/ijerph
AB  - Teacher occupational health is a critical issue worldwide that COVID-19 has worsened. While previous research has highlighted the impact of chronic work-related stress and limited personal resources on burnout, much of this research relies on cross-sectional data that do not capture how these effects develop over time. Additionally, the role of positive organizational factors remains underexplored. Our study examined burnout trajectories among 101 Portuguese elementary teachers (94.1% women, M = 46.03 years, 85.6% enrollment rate) over five data collection points spanning the 1st and 2nd COVID-19 waves (2019–2021) and investigated the impact of organizational climate on teacher burnout indicators. Main work-related stressors were identified through an open-ended question. Trajectories of occupational stress and burnout were analyzed using independent ANOVAs, and moderation analyses tested the relationship between organizational climate, occupational stress, and burnout indicators. Results showed a significant drop in perceived personal accomplishment during the first lockdown. Key stressors included greater job demands and more strained interpersonal relationships. Organizational climate significantly moderated the effect of work-related stress on emotional exhaustion, while having a positive main effect on personal accomplishment. This research contributes to a strengthened theoretical understanding of burnout as a dynamic, context-sensitive process, offering new empirical evidence, especially in underrepresented educational systems like Portugal. It emphasizes the importance of addressing contextual factors when working to reduce teacher burnout. Rethinking professional development and workplace relationships is essential for supporting teachers’ occupational health in today’s uncertain educational environments.
ER  -