Keyword: «professional burnout»

The article examines the socio-psychological aspects of professional burnout among firefighters with varying levels of risk-taking propensity. The relevance of this research stems from the intense professional and emotional demands faced by fire service personnel, which often contribute to burnout and decreased team effectiveness. The study aims to identify the key factors influencing burnout manifestations while considering individual personality traits such as risk-taking tendency. The empirical findings indicate that the level of risk propensity significantly affects emotional well-being, cognitive functioning, and the socio-psychological climate within work teams. The results provide a foundation for developing targeted prevention and intervention programs aimed at reducing professional burnout and strengthening the psychological resilience of employees engaged in high-risk occupations.

The relevance of the study is determined by the significance of the teacher burnout problem, which is becoming increasingly acute under conditions of growing workload intensity and communicative demands. Teachers under the age of 35 undergoing professional adaptation represent a particularly vulnerable group. At the same time, the influence of the educational environment on this relationship remains insufficiently studied. The aim of the study is to identify the characteristics of professional difficulties and their relationship with burnout components (emotional exhaustion, depersonalization, and reduced personal accomplishment) among urban and rural teachers under the age of 35. The theoretical framework of the study is based on the three-component model of burnout developed by C. Maslach and S. Jackson, as well as the cognitive-perceptual approach proposed by B. Perlman and E. Hartman. The empirical study employed a professional difficulties assessment methodology and the Maslach Burnout Inventory (MBI). Data analysis included descriptive statistics, the Mann–Whitney U test, and Spearman’s rank correlation coefficient. The results showed that the level of professional difficulties in both groups was above average, while no statistically significant differences were found between urban and rural teachers regarding the integral indicators of professional difficulties and burnout components. Differences were identified only in specific aspects of professional activity related to planning self-development and making decisions in non-standard situations. Correlation analysis revealed stable associations between professional difficulties and both emotional exhaustion and depersonalization, with stronger relationships observed among rural teachers. The strongest correlations were found between difficulties in organizing interaction and communication and emotional exhaustion. Reduced personal accomplishment did not demonstrate significant associations with professional difficulties. Content analysis confirmed that the main sources of stress were difficulties in interactions with students and parents. The theoretical significance of the study lies in clarifying the role of professional difficulties as a factor contributing to emotional exhaustion among beginning teachers regardless of the type of educational environment. The practical significance is associated with substantiating the need for psychological support programs aimed at reducing organizational overload and developing effective coping strategies for dealing with communication-related difficulties.

The article examines the possibility of using pedagogical competence for the prevention of professional burnout syndrome among medical service employees of a pre-trial detention center. Based on literature analysis and data from an express survey conducted by the author, the hypothesis is substantiated that performing educational and explanatory functions reduces emotional exhaustion and helps cope with stress. Practical recommendations for psychological services of the penal system are given.

This article examines the actual problem of professional burnout of teachers and its impact on the personal development of students. According to the World Health Organization, the teaching profession is one of the three leaders in the prevalence of burnout syndrome (CMEA). The emotional state of the teacher is a key condition for the formation of the psychological safety of the class. The problem of professional burnout is not only an individual psychological phenomenon, but also a systemic factor that destabilizes the educational environment. Special attention is paid in the article to the views of great teachers (K.D. Ushinsky, A.S. Makarenko, V.A. Sukhomlinsky) – authors on the role of teachers in creating a favorable educational environment and preventing the negative consequences of emotional exhaustion. Practical recommendations on prevention of burnout and maintenance of psychological well-being of teachers are offered.