UDC 378.1

Sokolova E.V.¹ (Moscow, Russian Federation) – Zheniott.spb@yandex.ru

¹Moscow State Institute of International Relations (University)

Abstract. The article presents a theoretical overview on teacher burnout and the results of the survey conducted among university teachers in different educational fields by means of a specially designed online-questionnaire. The major aim of the research was to identify if the respondents had ever faced occupational burnout, to derive the main reasons for its occurrence and elicit individual and external strategies for managing occupational burnout. The results demonstrated the majority of the respondents had experienced the burnout. They named disappointment as the main reason for it. The participants mentioned psychological and medical help, spare time and its diversification as the main individual strategies of combatting the burnout; and financial support and assistance of close people as the preferable external ones. They also   declared willpower as an important source. The ‘Discussion’ and ‘Conclusion” sections provide the discussion of the results and possible ways of organization of preventive measures and actual help for those already experiencing burnout.

Keywords: teacher burnout, caring professions, teacher motivation, occupational burnout.

References:

1. Antonenko N.A. Individual psychotherapy as an effective method to prevent emotional burnout of teachers of Aerospace College. Reshetnevskie chteniya, 2017, vol. 2, pp. 658-659. (In Russian). URL: https://www.elibrary.ru/ylzdbi
2. Gonchar N.N., Torgovanova O.N., Shabanova A.E. Emotional burnout of foreign language teachers. Online Journal E-Scio, 2023, no. 5 (80). (In Russian). URL: https://elibrary.ru/tmqfma
3. Gunzunova B.A. Psychological correction of the emotional burnout and developing the skills of self-regulation in teachers. Bulletin of Kemerovo State University, 2016, no. 2, pp. 76-80. (In Russian). DOI: 10.21603/2078-8975-2016-2-76-80Z
4. heldochenko L.D., Girina N.V. Coaching-technology in the prevention of emotional burnout. Online Journal World of Science. Pedagogy and psychology, 2017, vol. 5, no. 6. (In Russian). URL: https://www.elibrary.ru/yrrurc
5. Karavashkina R.I., Guro-Frolova U.R., Fedotova E.M. Reducing the impact of burnout syndrome on academic staff and university performance. Ekonomika truda, 2022, no. 9, pp. 1453-1472. (In Russian). DOI: 10.18334/et.9.9.116207
6. Nikulina I.V. Professional burnout of university teachers. The Proceedings of the Samara Academy of Sciences (RAS), 2023, no. 3 (90), pp. 32-37. (In Russian). DOI: 10.37313/2413-9645-2023-25-90-32-37
7. Ovchinnikova L.A. Specificity of application of art-therapy in complex psychological supporting the problems of emotional burnout teachers. Azimuth of Scientific Research: Pedagogy and Psychology, 2019, no. 2 (27), pp. 370-374. (In Russian). DOI:  10.26140/anip-2019-0802-0083
8. Safukova N.N. Emotional burnout of teachers with different types of economic self-determination. Problems of modern education, 2019, no. 3, pp. 43-50. (In Russian). URL: https://elibrary.ru/mbpvha
9. Sidash M.D. Intangible incentives to motivate teachers. Bulletin of Science, 2023, no. 4 (61), pp. 158-163. (In Russian). URL: https://www.elibrary.ru/ftgqgu
10. Slovtsova M.M. The spread of the burnout syndrome among the representatives of ‘human-human’ services professions. Vestnik magistraturi, 2022, no. 12-6 (135), pp. 163-167(In Russian). URL: https://elibrary.ru/jahhpc
11. Smirnova E.S., Ivutina E.P. Value orientations as a factor of professional burnout on the example of teaching staff. Scientific-methodological electronic journal “Koncept”, 2022, no. 11, pp. 97–104. (In Russian).
12. Sokolova E. V. Motivating and demotivating factors in professional pedagogical practice. Online Journal CITISE, 2024, no. 2, pp. 64-73. (In Russian).
13. Shirmanova E.B. Motivation activities of teachers as a factor in increasing the efficiency of the educational institution. Bulletin of Science and Practice, 2021, no. 3, pp. 312-318. (In Russian). DOI: 10.33619/2414-2948/64/39
14. Antoniou A., Ploumpi A., Ntalla M. Occupational Stress and Professional Burnout in Teachers of Primary and Secondary Education: The Role of Coping Strategies. Psychology, 2013, no. 4, pp. 349-355. DOI: 10.4236/psych.2013.43A051
15. Arvidsson I., Leo U., Larsson A. et al. Burnout among school teachers: quantitative and qualitative results from a follow-up study in southern Sweden. BMC Public Health, 2019, no. 19 (655). DOI: 10.1186/s12889-019-6972-1
16. Azzopardi L.M. Educators’ experiences of managing workplace stress and burnout in a post-secondary vocational institution. MCAST Journal of Applied Research & Practice, 2022, vol.6, no. 2, pp. 29-53. DOI:10.5604/01.3001.0015.9129
17. De Heus P., Diekstra R. F. W. Do Teachers Burn Out More Easily? A Comparison
    of Teachers with Other Social Professions on Work Stress and Burnout Symptoms. Chapter in Understanding and Preventing Teacher Burnout. A Sourcebook of International Research and Practice. Cambridge, Cambridge University Press Publ., 1999. pp. 269 – 284. DOI: 10.1017/CBO9780511527784.019
18. Madigan D.J., Kim L.E. Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 2020, vol. 105 (2). DOI: 10.1016/j.ijer.2020.101714
19. Peterson P.K., Baule S.M. Preventing Burnout Among Early Career Teachers. AASA Journal of Scholarship and Practice, 2023, vol. 20, no. 3, pp. 18-27.

For citation: Sokolova E.V. Occupational burnout of university teachers. CITISE, 2024, no. 3, pp. 40-48.