02216nas a2200241   4500000000100000008004100001260007400042653002400116653002300140653002000163653001500183653001700198100002200215700001900237700002300256700003100279245008700310856004800397300000900445490000700454520149900461022001401960       2019                            d  bSociedad Española para el Estudio de la Ansiedad y el Estrés - SEAS10aEmotional abilities10aIntervention study10aTeacher burnout10aWell-being10alongitudinal1 aKonstanze Schoeps1 aAlicia Tamarit1 aUsue de la Barrera1 aRemedios González Barrón00aEffects of emotional skills training to prevent burnout syndrome in schoolteachers  uhttps://doi.org/10.1016/j.anyes.2019.01.002  a7-130 v253 aIntroduction and objectives: Work-related stress and emotional distress among schoolteachers are considered a serious concern in the educational context. Research has shown the beneficial effects of emotional abilities on burnout and psychological problems. Based on the Ability Model of Emotional Intelligence, we designed an emotional-skills training for school teachers intended to promote mental health and well-being. Materials and methods: The participants were 340 teachers (74\% women), assigned randomly to an experimental and control group. Data on burnout syndrome, emotional symptoms (depression, anxiety, stress), self-esteem and life-satisfaction were collected in three waves: before the training (T1), after the training (T2), and at six-month follow-up (T3). The training program consisted of five two-hour sessions, carried out during three months in groups of 15–20 teachers. Multivariate covariance analyses were carried out, followed by multiple hierarchical regression models. Results: Results indicated that teachers who participated in the training program reduced burnout syndrome and emotional symptoms, while incrementing their self-esteem and life-satisfaction in comparison with the control group. These results at T2 were partially maintained at T3. Conclusions: In light of these findings, burnout prevention programs based on emotional intelligence should be included in teachers  professional development plans in order to promote their health and well-being.  a1134-7937