FEATURES OF EMOTIONAL BURNOUT OF HIGHER EDUCATION TEACHERS: CHALLENGES OF THE PRESENT

Abstract

The article is aimed at studying the phenomenon of emotional burnout among university lecturers and its connection to the specifics of their professional activity. The research provided data on the level of emotional burnout, its structural components, and the factors contributing to the development of this phenomenon. It was established that emotional burnout is a complex psychological phenomenon characterized by the gradual depletion of emotional and physical resources, a decrease in motivation to work, and the development of negative attitudes towards oneself and others.To assess the level of emotional burnout and related psychological states in university lecturers, the following methodologies were used: "Self-Assessment of Burnout Potential" (J. Gibson), the "Professional Burnout Syndrome" diagnostic method (J. Greenberg), the "Emotional Response Scale" (A. Mehrabian), and the "Psychological State Self-Assessment" method (H. Eysenck). The applied methodologies confirmed that emotional burnout is a widespread issue that negatively affects the professional effectiveness and overall well-being of lecturers.The results of the study suggest that high levels of workload, insufficient social support, and limited opportunities for professional growth contribute to an increase in emotional burnout among lecturers. The findings also indicate the need for implementing psychological support measures and optimizing working conditions in higher education institutions. Primarily, this involves the development of stress- coping strategies that would help maintain emotional balance, reduce professional exhaustion, and foster constructive ways of interaction within the work environment.