01778nas a2200229   4500000000100000008004100001260007600042653001200118653002700130653002300157653003300180653001100213100002200224700002300246700001600269245010200285300001000387490000700397520111600404022001401520020001401534       2010                            d  c01/2010bSociedad Española para el Estudio de la Ansiedad y el Estrés10aBurnout10aEmotional intelligence10apersonal resources10aprimary & secondary teachers10aStress1 aNatalio Extremera1 aAuxiliadora Durán1 aLourdes Rey00aPersonal resources, burnout and symptoms associated with stress in primary and secondary teachers  a47-600 v163 aWithin the framework of a positive organizational psychology approach, our objective was to analyse the predictive validity of several personal dimensions (self-esteem, professional self-efficacy, dispositional optimism and perceived emotional abilities) on burnout syndrome and symptoms associated with stress in primary and secondary school teachers. The sample consisted of 245 teachers who filled out a battery of questionnaires on optimism, self-esteem, professional self-efficacy, emotional abilities, burnout and stress symptoms. In general, personal resources explained for a significant percentage of variance of burnout symptoms and, in particular, symptoms associated with stress. In regard to incremental validity, the importance of perceived emotional intelligence, attention to feelings and mood clarity are highlighted as factors capable of explaining the variance in burnout syndrome after controlling for teachers  levels of self-esteem, selfefficacy and optimism. The importance of investigating the affective mechanisms involved in the onset and maintenance of burnout syndrome are discussed.  a1134-7937  a2174-0437