*2.1. Psychosocial Risks in Education Teachers*

Teachers are the key elements of educational services, as they are responsible for the development of educational programs and education of students at different levels. In their daily work, they deal with different demands. Their duties include planning and preparing classes, providing additional support to students, applying teaching-learning methodologies that ensure student's participation and engagement, grading tests and documenting progress, assigning homework, providing individual support, attending several meetings with co-workers and students' parents, promoting extracurricular projects, and completing other administrative tasks. Usually, a good teacher becomes an example for several students and a source of inspiration and motivation. However, it is essential to ensure their workability, particularly regarding mental health.

Psychosocial risks are of particular concern for teachers, since they have been related to high turnover and high absenteeism, which when referring to teachers have a negative impact on the students' academic success [8,9]. A recent meta-analysis showed that burnout (exhaustion, depersonalization, and reduced accomplishment) and job satisfaction have an important role in teachers' intentions to leave the profession [4].

According to the literature, teachers are exposed to psychosocial risk factors that can jeopardize their mental health. Psychosocial risks stem from aspects of how work is organized, social factors at work and in the work environment, equipment, and hazardous tasks. In this workgroup, having to deal with challenging students is a common concern, as identified in the report ESENER in 2019 [10]. In fact, some studies have shown the importance of students' bad behavior on teachers' mental health [11,12]. However, other psychosocial risk factors are also relevant; particularly those related to demands and stressors that teachers experience daily beyond students' behaviors. Baeriswy et al. [11] emphasized conflicts with parents, workload, and prolonged working hours in emotional exhaustion in homeroom teachers. Time pressure and discipline problems were predictive of emotional exhaustion. Skaalvik and Skaalvik [13] verified that when teachers experience a feeling of value consonance, supervisory support, and positive relations with colleagues and parents, they report a feeling of belonging. Mijakoski et al. [14], through a literature review, identified different determinants of teacher exhaustion, including job satisfaction, work climate or pressure, teacher self-efficacy, neuroticism, perceived collective exhaustion, and classroom disruption.

Burnout is a highly prevalent phenomenon among teachers. For example, Bermejo-Toro et al. [15] showed that between 10 and 20% of teachers could suffer from high burnout levels and between 20 and 40% from moderate levels. Fernet et al. [16] stated burnout is predicted by changes in teachers' perceptions of the school environment, in particular demands (e.g., work overload, role conflict) and resources (e.g., teacher efficacy, support by colleagues), and motivational factors (autonomous motivation and self-efficacy).
