Abstract
Nowadays, school psychologists have become a standard part of primary and secondary schools. According to current law, they should provide their services to students and their parents as well as to teachers.
They should support teachers considering them being higly susceptible to burnout syndrome. Teaching today is considered as a higly stressful job, so it is not suprising that they often suffer from burnout syndrome.
This article contains qualitative research which is focused on a school psychologist's role in teacher's burnout syndrome. The aim was to discover how school psychologists perceive burnout syndrome and how they contribute to prevention or solving burnout syndrome itself at primary schools, where they work. 11 school psychologists were interviewed in presented study.
The analysis has shown that the involved school psychologists perceive teacher's burnout syndrome as an actual topic. They contribute to the nonspecific burnout syndrome prevention but they do not implement any specific activities in order to lower the level of teacher's stress.
On the other hand, they regularly work with teachers who they identify as "burnout".