**5. Discussion**

Many authors, from the most varied countries, have published studies on exhaustion work of teachers, which is teacher burnout. For instance, Li et al. [21] conducted a study in China designed to examine how achievement goals, burnout, and school context relate to beginning teachers' turnover intention in China. The results showed that mastery goals and performance-avoidance goals were related to teachers' turnover intention because of burnout. They made a study to examine how achievement goals, burnout, and the school context relate to teachers beginning to work to turnover their intentions due to reasons that lead them to burnout, such as mastery goals, performance-avoidance goals, time, pressure and discipline problems.

Saloviita and Pakarinen [22] conducted a study on Finnish teachers. This study documented several associations between teacher burnout and background variables. This work is in line with the work presented here as it confirms the existence of burnout in teachers.

Prasojo et al. [23] comducted research on Indonesian education. The dataset presents a relationship for possible predictors of burnout. The study developed by these researchers suggests that emotional exhaustion (characterized by emotional and quantitative demands in this study), depersonalisation (in labour conflicts), and reduced personal accomplishment are the three components that lead people to develop burnout.

Hassan and Ibourk [24] conducted a study to test burnout and job satisfaction among Moroccan elementary school teachers. The results of the study confirmed the two-dimensionality of the burnout measurement scale.

Brown and Biddle [25] did a study in the USA in which the participants were teachers. The results showed that the professional protection factor of working in a positive school climate showed a negative indirect effect specifically on burnout.

From all the studies mentioned here, which also includes our study, we can demonstrate that teacher burnout is a serious problem at an international level. We know that the risks really exist, and we have to learn to minimize them [26,27].

Digital transition can have an important role in teachers' mental health by reducing their workload. If the work becomes more accessible and more efficient, prolonging working hours, a relevant risk factor of emotional exhaustion, is avoided, and the teachers have more time to develop more timely health-promoting actions [11]. Despite recent changes in schools using online platforms, it is not expected to look to AI as a digital transition; however, it must be seen as a tool for teachers to decrease their workload. With the evolution towards Society 5.0, teachers must be able to get a better quality of life. It's also a fact that using artificial intelligence, big data, and the internet of things does not only have benefits, and we are at the start of this transition, so this means that the systems are not as accurate as they should be and will also process tasks in a stringent line. So, although everything requires some teacher supervision, this will also lead to more workload depending on the subjects. Also, because there will be development of the system and leaving the traditional methods used in schools, this can lead to a more complex overall

system that some teachers will not be able to follow and will leave some teachers behind (creating more psychosocial risks).

By the results obtained during our study, and other studies referenced, their mental health is affecting their quality of life. It is not difficult to explain that psychosocial risks like the pace of work, quantitative demands required from leadership, and work/family conflicts generated by the workload and labor conflicts with students and colleagues will significantly impact teachers' mental health. This affects peace of mind and, in some cases, the interaction with pupils, colleagues and family can be quite demanding and challenging to manage. We cannot forget that people of all ages use sarcasm and irony, so they want to undermine others in a way that their language and actions cannot target them.

These risks are a relay that brings distress to their lives, but no one may notice it. However, they can be noticed by work colleagues, leadership, and also family members. All can see changes in their attitudes, such as error-making decisions and feelings of guilt and anxiety. Also, their physiological health shows signs like tiredness and different problems in their musculoskeletal system, which can lead to mistakes or accidents.

With the help of artificial intelligence and internet of things, perhaps it will be possible to reduce in a significant way the risks regarding quantitative demands and the pace of work that will lead to a decrease in work/family conflict. Therefore, Big Data allied to artificial intelligence can reduce the amount of work by providing regular updates to teachers. It will also help by having access to worksheets and assessments, assisting the teachers in knowing what each student's weaknesses are to provide accurate feedback or resources that will help him to thrive. Of course, there is a need for an online platform that needs to be updated continuously and should have different languages.

Allowing teachers worldwide to be able to connect and work together will create support from colleagues even if at that school they do not have that support. It is also possible to develop new platforms with a lot more resources that can help teachers reach the goals required by their managers. One of the biggest causes of stress for teachers is marking assessments, especially when they have to mark exams that are important to provide access to universities. Due to different perspectives, different training, and because the teams that support the examiner markers sometimes do not provide an answer in useful time, this can produce unfairness when grading. Therefore, we can request cybernetics help to perform the correction of assessments. With this, we will be ensuring uniformity for all students using the same rules for everyone, and of course accelerating the process to make sure that results and feedback will be provided to students a lot faster. If we can decrease the workload for a teacher, they will able to do better work, providing a better balance in life with work and family. This, in turn, will lead to a decrease in stress eliminating depression symptoms, insomnia and exhaustion, or burnout. These work improvements will help them value their job, and not affect them in the way as it is does today. A double effect will be created: an increase in satisfaction for the teacher who will be a more effective teacher and will make sure that students will have better preparation for their future. On the other hand, it will be possible to decrease the amount of money spent every year in health care for these professionals minimizing the financial impact for governments.
