Keyword: «emotional burnout»

The article presents the results of an empirical study of coping strategies among preschool educators and speech therapists in relation to psychological well-being. The study involved 80 women: 42 preschool educators and 38 speech therapists from correctional and combined preschool institutions in Kirovo-Chepetsk, Kirov Oblast. The diagnostic toolkit included the COPE inventory and the Ryff Scales of Psychological Well-Being. Educators with high psychological well-being showed a tendency toward problem-focused and cognitive coping, while those with low well-being predominantly exhibited avoidance, self-blame, and behavioral disengagement. Group comparisons revealed that speech therapists scored lower on psychological well-being and higher on maladaptive coping compared to preschool educators. The findings provide empirical grounds for developing differentiated psychological support programs aligned with the professional specificity of each occupational group.

The article examines the problem of professional exhaustion among support specialists through the analysis of stable personal attitudes acting as hidden psychological factors that reduce professional resilience. Based on an analysis of Russian studies in the fields of occupational psychology, professional health psychology, and personality psychology, it is argued that the development of professional exhaustion is determined not only by external stressful conditions of professional activity, but also by the specific features of the specialist’s internal personality organization. The study considers such personal attitudes as the tendency to rescue others, excessive responsibility, fear of professional mistakes, the need to confirm one’s own significance through the professional role, and the striving for flawlessness. The author presents a conceptual model of professional exhaustion development through a system of personal attitudes and proposes a classification of occupational risks associated with the specific features of personal functioning in support specialists. The practical significance of considering these factors in the prevention of professional deformation and emotional exhaustion is demonstrated.

The relevance of the problem under study is due to the systemic personnel crisis in Russian general education, which is characterized by a steady shortage of teaching staff (589,000 specialists in 2024/2025 academic year), a high average age of teachers and a low proportion of young professionals (about 10%). In these conditions, the problem of continuity of personal and professional development of a beginning teacher as a factor in the sustainability of the educational system is of key importance. The purpose of the article is to analyze the problem of succession and develop theoretically sound practical recommendations. The leading approach is a systemic personality–developing one, integrating the concept of three-component resourcefulness by L.M. Mitina, the theory of professional adaptation by A.K. Markova and the models of psychological and pedagogical support by T.T. Shchelina. The paper uses methods of theoretical analysis, generalization of statistical data (Rosstat, Ministry of Education of the Russian Federation) and the results of surveys of young teachers (N = 650, 2023-2025). Main results: four groups of barriers (psychological, professional, organizational, social) that hinder the successful development of beginning teachers have been identified and systematized; the necessity of a systemic approach to their support is substantiated; a set of measures is proposed, including the development of a mentoring institute, professional growth programs, psychological support, improvement of working conditions and motivational mechanisms. The theoretical significance lies in the systematization of scholarly ideas about the factors and barriers of succession in the context of the personnel crisis. The practical significance lies in the development of practice–oriented recommendations aimed at increasing the retention of young teachers in the profession and reducing the severity of the personnel shortage.