DOI: 
http://dx.doi.org/10.15293/1813-4718.2603.12
UDC: 
159.9.072
Hutoryanskaya Tatiana Valentinovna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of pedagogical psychology and psychodiagnostics, Saratov State University, dialogus1@yandex.ru, Saratov
Blokhina Liliya Petrovna
Кандидат сельскохозяйственных наук, Assoc. Prof. of the Department of theory and methodology of preschool and primary education, , Penza State University, lilya.blokhina@yandex.ru , Penza

Characteristics of Emotional Burnout and Previous Coping Strategies Among Teachers in General and Preschool Educational Institutions

Abstract: 
Introduction. This article examines the characteristics of emotional burnout and the predominant coping strategies of teachers in general and preschool educational institutions. Psychoemotional exhaustion, decreased professional motivation, and alienation from one’s own work-all of these factors directly impact not only teachers’ well-being but also the quality of the educational process as a whole. In the context of ever-increasing demands on teaching, expanding responsibilities, and increasing social responsibility, it is especially important to study the mechanisms of adaptation to stress-coping strategies that can both prevent the development of emotional burnout and, conversely, exacerbate its manifestations. Purpose. The purpose of this article is to identify the characteristics of emotional burnout and the predominant coping strategies among teachers of general and preschool educational institutions. Methodology and research methods. The article presents the results of the study conducted on a sample of teachers (n = 120) from Municipal Educational Institution Secondary School No. 6, 8 and Municipal Preschool Educational Institution Kindergarten No. 2, 15, 17, 31, 56 of the city of Saratov (Group 1 – n = 60, teachers of general education institutions, Group 2 – n = 60, teachers of preschool educational institutions) using the following diagnostic tools: «Professional (Emotional) Burnout» questionnaire (K. Maslach and S. Jackson; adapted by N. Vodopyanova and E. Starchenkova); technique for diagnosing the level of emotional burnout (V. V. Boyko); questionnaire of strategies for overcoming stressful situations (S. Hobfoll; adapted by N. Vodopyanova and E. Starchenkova); technique for diagnosing stress-coping behavior by D. Amirkhan; «Coping Strategies» questionnaire by R. Lazarus. Study results. Significant differences in the characteristics of emotional burnout and the predominant coping strategies between teachers in general education and preschool educational institutions were found. Conclusion. Studying the characteristics of emotional burnout allows for a deeper understanding of the mechanisms of this phenomenon and the identification of factors that contribute to or, conversely, hinder its development. The practical significance of the study lies in the fact that the data obtained can be used by teachers, educational psychologists, and heads of educational institutions to implement correctional programs aimed at supporting the psychoemotional state of teachers, developing their stress resilience, developing effective coping strategies, and creating a more favorable organizational climate in educational institutions.
Keywords: 
characteristics; emotional burnout; predominant coping strategies; teachers; general education institutions; preschool educational institutions
References: 

1. Kiseleva, O. S., Kuzmin, M. Yu., Kozlov, V. V., 2024. Emotional burnout: symptoms, diagnosis, prevention. Digitalization of society: transformation of everyday practices and research prospects. Belgorod: Agency for advanced scientific research, pp. 50–53. (In Russ., abstract in Eng.)
2. Nikolaeva, E. K., 2021. The problem of emotional burnout in the modern world. Skif. Issues of student science, no. 2 (54), pp. 18–22. (In Russ., abstract in Eng.)
3. Komarova, S. Yu., 2020. Emotional burnout: nature and symptoms. School director, no. 6 (249), pp. 23–30. (In Russ., abstract in Eng.)
4. Vachkov, I. V., Savenkova, M. A., 2019. Features of emotional burnout of teachers with different types of coping strategies. Bulletin of the Moscow City Pedagogical University. Series: Pedagogy and Psychology, no. 3 (49), pp. 84–95. (In Russ., abstract in Eng.)
5. Mushnikova, I. G., 2023. Features of the relationship between depressive states and emotional burnout in teachers with different coping strategies. Science Week 2023. Taganrog: Southern Federal University, pp. 349–352. (In Russ., abstract in Eng.)
6. Filyasova, Yu. A., 2020. The problem of emotional burnout and managing the emotional state of teaching staff. Problems of modern economics, no. 1 (73), pp. 201–205. (In Russ., abstract in Eng.)
7. Vokhrina, A. V., 2022. The Phenomenon of Emotional Burnout in Psychological Research. Vestnik Nauki, no. 3 (48), pp. 222–230. (In Russ., abstract in Eng.)
8. Filatova, O. A., 2019. Specifics of Manifestations of Coping Strategies in Teachers. Innovations in Psychological Science and Practice. Moscow: Peoples’ Friendship University of Russia (RUDN University), pp. 241–245. (In Russ., abstract in Eng.)
9. Alamos, P., Corbin, C. M., Klotz, M., Lowenstein, A. E., Downer, J. T., Brown, J. L., 2022. Bidirectional Associations among Teachers’ Burnout and Classroom Relational Climate Across an Academic Year. Journal of School Psychology, vol. 95, pp. 43–57. DOI: 10.1016/j.jsp.2022.09.001 (In Eng.)
10. Kurlenya V. A., 2021. Emotional burnout syndrome and destructive changes in the personality of a teacher. Education. Career. Society, no. 1 (68), pp. 55–56. (In Russ., abstract in Eng.)
11. Pisarevskaya, M. A., 2023. Professional and emotional burnout of teachers as a manifestation of their emotional instability. Scientific opinion, no. 9, pp. 97–103. (In Russ., abstract in Eng.)
12. Durak, H. Y., Saritepeci, M., 2019. Occupational burnout and cyberloafing among teachers: Analysis of personality traits, individual and occupational status variables as predictors. The Social Science Journal, vol. 56, no. 1, pp. 69–87.
DOI: 10.1016/j.soscij.2018.10.011 (In Eng.)
13. Evetskaya, S. V., Zelenova, G. V., Alekseeva, O. P., 2023. Study of coping strategies of primary education teachers. Naukosphere, no. 11-1, pp. 83–89. (In Russ., abstract in Eng.)
14. Khvan, A. A., 2023. Features of the formation of coping strategies in teachers with different lengths of professional experience. Social Psychology. Moscow: Moscow State University of Psychology and Education, pp. 878–880. (In Russ., abstract in Eng.)
15. Kurachev, D. G., Kuracheva, L. G., 2023. Coping strategies of teachers with different lengths of work experience. Bulletin of the Bashkir State Medical University, no. S3, pp. 152–157. (In Russ., abstract in Eng.)
16. Radionov, G. A., 2021. Coping strategies of teachers with different characteristics of experiencing stress. Review of pedagogical research, vol. 3, no. 1, pp. 279–283. (In Russ., abstract in Eng.)
17. Fomina, L. A., 2022. On the issue of studying the coping strategies of teachers. Psychology of personal and professional development of a person. Irkutsk: Irkutsk State University, pp. 547–550. (In Russ., abstract in Eng.)
18. Kovyazina, I. V., Klimenko, E. V., Ostyakova, G. V., 2023. The relationship between emotional burnout and general well-being of a person in comprehensive school teachers. Professional education and the labor market, vol. 11, no. 1 (52), pp. 123–134. (In Russ., abstract in Eng.)
19. Bragina, E. A., Belozerova, L. A., Romanova, A. V., 2022. Coping behavior of teachers with different professional experience. Bulletin of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, vol. 28, no. 4, pp. 70–76. (In Russ., abstract in Eng.)