PSYCHOLOGICAL FEATURES OF EMOTIONAL BURNOUT IN TEACHERS OF HIGHER EDUCATIONAL INSTITUTIONS

Abstract

The syndrome of professional burnout or mental burnout has been studied since the 60-70s of the twentieth century and is currently one of the most popular areas of research (V.V. Boyko, Ch. Maslach, V.B. Orel, H. Freudenberger, etc.). The concepts of mental burnout have gone through a number of stages: from psychiatric or clinical (A. Bandura, H. Freudenberger, etc.) to socio-psychological, which included all socionomic professions in the risk group of mental burnout (Ch. Maslach, R. Schweibe, etc.) [1]. The need to study the problem of professional burnout is associated with the negative consequences of the syndrome in teachers, including depersonalization, emotional exhaustion, and reduction in professional achievements. The teaching profession is deservedly considered one of the most stressful and complex, saturated with a number of stress-inducing adverse factors. The longer the teacher's work experience, the higher the risk of professional burnout [2]. The teaching profession is one of the professions at risk for developing burnout syndrome.