01717nas a2200229   4500000000100000008004100001260007600042653001200118653002000130653001300150653001900163653002000182100001600202700002200218700001500240245008100255300001200336490000700348520110400355022001401459020001401473       2012                            d  c06/2012bSociedad Española para el Estudio de la Ansiedad y el Estrés10aBurnout10asex differences10aTeachers10ateaching level10awork engagement1 aLourdes Rey1 aNatalio Extremera1 aMario Pena00aBurnout and work engagement in teachers: Are sex and level taught important?  a119-1290 v183 aAlthough there is substantial research exploring the relationships between background variables (e.g., sex and level taught) and teacher burnout, the research on these dimensions and engagement is much sparser. The purpose of the present study is to explore the potential differences in levels of engagement and burnout in a large sample of teachers depending en their sex and level taught. Responses from 727 Spanish primary and secondary teachers (436 females and 291 males) were analysed. Correlation analyses showed negative and moderate associations among both constructs. In addition, although relatively small, analyses showed significant differences by sex and level taught. Female teachers showed higher scores in all three dimensions of engagement and males reported higher depersonalization. Secondary teachers also reported higher depersonalization and lower personal accomplishment, while primary teachers exhibited higher vigor, dedication and absorption. Further research on burnout and engagement in teachers should consider potential differences according to sex and teaching level.  a1134-7937  a2174-0437