The present article is a correlational study with an ex post facto design. Its purpose was to examine the relationship between scores obtained by university teachers at an evaluation of their perceived stress degree and the presence of Burnout syndrome indices. To accomplish that, the next objectives were established: 1) Analyze the relation between levels of perceived stress and teaching performance; 2) Analyze the relation between Burnout and teaching performance; 3) Analyze the relation between levels of perceived stress and Burnout. To collect the data the Cohen´s Perceived Stress Scale and the Questionnaire of Burnout in Teachers were applied in a sample of 59 professors in a faculty of the Autonomous University of Nuevo Leon (México). The results on teaching performance, on the other hand, were obtained through the evaluation of the professor´s students in the two immediate previous periods. Most correlations between teacher performance with stress and Burnout were weak and not significant. The only significant correlation was between lack of realization and change in teacher performance, with a negative correlation (r=- .446, p=.003). Correlation between the two aspects of institutional disorder, supervision and organizational conditions, with change in teacher performance, indicated that the more institutional disorganization is perceived, the worse teacher performance gets (r=-.361, p=.019 and r=.308, p=.047, respectively). The results indicate that lack of accomplishment and disorganization may be related to the decrease of teacher performance.

burnout; Evaluation; teacher performance evaluation; stress; burnout; university professors; mexico