Psychological aspects of the teachers’ emotional burnout in the conditions of modern challenges

Abstract

Under the conditions of war, the educational process becomes a difficult field for teachers, who bear great responsibility for the emotional well-being of the younger generation. This study empirically examines the state of emotional burnout among teachers in the Rivne region during martial law. The results indicate that many teachers, especially those who work with great dedication and an attitude of innovation, are prone to emotional burnout. The study was organized in three stages from October to December 2023. The study was conducted among 97 teachers who were undergoing in-service training at the Rivne Regional Institute of Postgraduate Pedagogical Education. To achieve this goal, the methodology «State of emotional burnout» by A. Persky was used. The survey was conducted using the Online Test Pad service. The results showed that the majority of respondents (61%) have a low level of emotional burnout, 38% – an average level, and only 1% showed a high level. The factors that influence emotional burnout are identified as: longer working hours, increased responsibility, anxiety, negative life changes, performing tasks under time pressure, and a constant feeling of fatigue.

Recommendations that can help reduce the risk of emotional burnout and support teachers in these difficult conditions are identified: creating a safe educational environment; conducting training, seminars on stress resistance and emotional intelligence; establishing a mentoring system for new team members; organizing joint activities and entertainment to relieve stress and strengthen team spirit; providing opportunities for counseling by a psychologist; providing access to professional development and training opportunities.