The pedagogical leadership in Secondary Education supposes the knowledge of tools that minimize the harmful effects in the health and well-being of the teachers, consequent to physical, mental, emotional and relational demands of this professional field. In this direction, the resilience, strength that the human being develops in the face of adversity, allows to resist the stressful event, to recover from it and even emerge stronger from the experience. The present empirical study aims to establish relationships between perceptions of burnout and resilience in teachers. The invited sample is composed of the high school teachers of the 24 Institutes of the public education network of the province of Huesca (N=1,268), in the 2014 academic year. Through voluntary participation, the final sample is formed with n=167 teachers (13.17%). The data collection is carried out through two questionnaires: a) adaptation to the Maslach Burnout Inventory-General Survey (MBI-GS) of Salanova, Schaufeli, Llorens, Peiro and Grau (2000) and b) Resilience Evaluation Questionnaire of Serrano Martinez-University of Zaragoza (2010). The results confirm that the personal characteristics and resilience of the person act as modulating variables against burnout, pointing out an improvement path for the exercise of a transformative leadership.
