Recent research has suggested that teachers’ burnout is growing and, consequently, affecting their overall satisfaction with life and professional involvement. The goal of this study was to assess burnout in Portuguese teachers and to explore whether burnout levels are associated with teachers’ personal and professional characteristics. A sociodemographic questionnaire and the Oldenburg Burnout Inventory (OLBI) were used to collect data from a sample of 262 teachers, who were mostly female (66.0%), were aged between 26 and 63 years (mean = 44, SD = 7.95), and had an average of 18 years of experience in teaching regular classes (SD = 9.22) and an average of 2 years of experience in special education (SD = 4.97). The results suggested the adequate psychometric properties of the OLBI in Portuguese teachers. Moreover, the older the teachers were, the higher the levels of burnout they reported. Burnout was positively associated with the number of years of experience but only in regular education teachers. Although no differences in burnout as a function of experience in inclusive classrooms were found, a positive correlation of teachers’ burnout with the number of students with special needs in the classroom was identified. The results are discussed according to the literature, and suggestions for future studies are presented.

最近的研究表明，教师的倦怠正在加剧，因此影响了他们对生活和专业参与的整体满意度。本研究的目的是评估葡萄牙语教师的职业倦怠，并探讨职业倦怠水平是否与教师的个人和专业特征相关。使用社会人口调查问卷和奥尔登堡职业倦怠量表 (OLBI) 从 262 名教师样本中收集数据，其中大部分为女性 (66.0%)，年龄在 26 至 63 岁之间(平均值 = 44，SD = 7.95)，以及平均有 18 年的普通班教学经验 (SD = 9.22) 和平均 2 年的特殊教育经验 (SD = 4.97)。结果表明葡萄牙语教师的 OLBI 具有足够的心理测量特性。此外，教师年龄越大，他们报告的倦怠程度越高。职业倦怠与工作经验的年数呈正相关，但仅限于普通教育教师。尽管在全纳课堂中没有发现倦怠作为经验函数的差异，但确定了教师倦怠与课堂中有特殊需求的学生人数呈正相关。根据文献讨论结果，并提出对未来研究的建议。确定了教师倦怠与课堂中有特殊需求的学生数量之间存在正相关关系。根据文献讨论结果，并提出对未来研究的建议。确定了教师倦怠与课堂中有特殊需求的学生数量之间存在正相关关系。根据文献讨论结果，并提出对未来研究的建议。