Abstract

The Pandemic has had an impact on people’s lives and, especially in schools, on students and teachers. The study characterizes the well-being of Chilean teachers based on different important variables for teaching and learning processes, such as job burnout, teacher well-being, as well as their positive and negative emotions and perceived social support during confinement. A sample of 635 teachers, 40.66 years old on average, mostly female (92.3%), was used for this purpose. The results showed that younger teachers experienced more negative emotions and burnout, women experienced more psychological burnout than men, while teachers in private subsidized schools experienced lower levels of well-being. The implications of these results for interventions and the importance of generating support for teachers in their profession are discussed. © 2023, Universidad Austral de Chile. All rights reserved.