01715nas a2200229   4500000000100000008004100001260007600042653002400118653001900142653001200161653001500173100002300188700002700211700002900238700002700267245011500294300001200409490000700421520102900428022001401457020001401471       2008                            d  c07/2008bSociedad Española para el Estudio de la Ansiedad y el Estrés10aEx post facto study10aSocial support10aBurnout10aWell-being1 aCarmen Pozo-Muñoz1 aCarmen Salvador-Ferrer1 aEnrique Alonso-Morillejo1 aM. José Martos-Mendez00aSocial support, burnout and well-being in teaching professionals. Contrast of a direct and buffer effect model  a127-1410 v143 aThe main aim of this investigation is to determine whether social support has a direct impact on well-being or a buffer effect, reducing the negative consequences of burnout on teaching professionals  health and well-being. The sample of the study was composed of 158 teachers. The instruments used for the measurement of social support, burnout and well-being were the Perceived Social Support Questionnaire (Herrero, Gracia, & Musitu, 1996), adapted to the work context; the Maslach Burnout Inventory (MBI; Maslach & Jackson, 1981); and the Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985), respectively. Overall social support showed a significant main effect on teachers  wellbeing. Concerning the buffer effect model, significant interaction effects were verified between social support and burnout. Taking an applied perspective, the results obtained in the present study point out the relevance of interventions focused on social support and burnout coping strategies for teaching professionals.  a1134-7937  a2174-0437