Emotional Burnout of Teachers as a Factor Influencing Professional Activities

The article presents the results of a theoretical and empirical study of teachers’ emotional burnout as a significant
socio-psychological factor influencing the effectiveness of their professional activity. Emotional burnout manifests
itself in the form of chronic fatigue, decreased motivation, emotional exhaustion, and loss of interest in work, which
negatively affects the quality of the educational process. The study also analyzes the main theoretical approaches to
understanding the phenomenon of burnout and identifies its key psychological determinants. The empirical part of the
research included the assessment of the level of emotional burnout among teachers and the evaluation of the influence
of stress-related and interpersonal factors. The results confirmed that a high level of professional stress and a lack of
social support contribute to the development of burnout syndrome. In conclusion, the article discusses possible prevention
strategies, including the development of stress resistance, the formation of self-regulation skills, and the creation of
a favorable socio-psychological climate in educational institutions