Emotional imbalance, generated in teaching practice, produces an unhealthy interference on professional activity. In this work, we argue that the most worrying aspect of this situation lies not so much in the risks attributed to the teaching profession, but in the growth of the state of disappointment among teachers, as this conceals the sources from which the teaching institution can foster enthusiasm and become a space for personal realisation.
In the good practices of many teachers there may be a preventive principle for teaching malaise and an active principle that influences motivation. Whilst recognising the many obstacles occurring in reality, enthusiasm in professional performance, by means of innovation and critical thinking, has the potential to build a meaningful and creative life despite adversities. This may be the best antidote to the emotional exhaustion existing among teachers. Joaquín García Carrasco y Antonio Bernal Guerrero
Key Words: Professional disappointment, teaching malaise, school institutions, teachers’ wellbeing, work engagement, theory of education.
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Nº 241, septiembre-diciembre 2008 
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