Evaluation of occupational burnout of teachers with different general characteristics of the occupational burnout in the conditions of martial law

The aim of the study is to evaluate the components of the symptom complexes of occupational burnout of teachers with different general of the professional profile in the conditions of martial law. Materials and methods. To achieve the goal, the level of occupational burnout according to the method of V. V. Boiko «Diagnostics of the level of emotional burnout»” (1998) was assessed. General professional characteristics are distinguished in accordance with the standard methodology of the professional profile according to V. Bodrov. They include the following: age, seniority, weekly workload, qualification and specialization. 136 teachers of general secondary education institutions in the city of Sumy were interviewed in the spring of 2023 under martial law. Results. The difference in symptom complexes of occupational burnout was established depending on the following general professional characteristics of the teaching profession, namely: length of service (F=2.72; p=0.045), age group (F=2.953; p=0.034), weekly workload (F=3.73; p=0.026), qualification category (F=3.046; p=0.05) and specialization (F=2.354; p=0.027). In the conditions of martial law, the mental health of teachers is characterized by a low level of occupational burnout (57.35±3.33)%). A high level of occupational burnout (10.29±2.04)%) is formed due to the symptom complex of resistance (42.65±4.24)%). The leading symptoms of occupational burnout in the conditions of martial law are: «backed into a corner», «dissatisfaction with oneself», «depersonalization» and «emotional alienation». Occupational burnout of teachers before the age of 31 is characterized by the formed symptom complex of «exhaustion», 31-40 – «resistance», after 41 years old – «exhaustion». At the age of 31-40, higher manifestations of the «reduction of professional responsibilities» symptom were found, at the age of 41-50 – the symptom of «dissatisfaction with oneself». After the age of 51, the symptoms of «depersonalization» decrease. Among teachers with overtime workload, the share of a high level of occupational burnout is 1.8 times greater (64.29±4.11)%, t=4.92, p≤0.01) than the share of the group with a standard workload (35.71±4,11%). The high level of occupational burnout by (42.86±4.24)% (t=3.89, p≤0.001) was formed at the expense of specialists of the highest category. Оccupational burnout among teachers of the first category is distinguished by the manifestation of the symptom «backed into a corner». The formation of a high level of occupational burnout at the expense of teachers of philological specialization (26.67±3.97)%), mathematics (18.67±3.5)%) and primary classes (30.67±4.14)%). The formation of symptom complexes of «tension» and «exhaustion» occurs at the expense of teachers of philological specialization (27.83±4.02)%, (29.11±4.08)% respectively), mathematics (20.87±3.65)%, (20,25±3.61)% respectively) and primary classes (30.67±4.14)%, (30.38±4.13)% respectively). The symptom complex of «resistance» is formed at the expense of primary school teachers (31.58±4.17)%). Conclusions. The established results of the study prove the need to develop a program to support the mental health of pedagogical workers, taking into account the professional characteristics and social conditions of the labor process.