Features of emotional burnout of teachers of preschool educational organizations

Emotional burnout is a serious problem that affects millions working in helping professions, including educators. This condition is characterized by exhaustion, cynicism, and reduced professional effectiveness. This article provides an overview of research on burnout syndrome in teachers of preschool educational organizations. Studies have shown that burnout is a multidimensional phenomenon with different definitions and causes. Some researchers connect burnout with Hans Selye»s stress theory, while others emphasize the role of unsuccessful search for meaning in the professional sphere. There are different models of burnout, such as the two-factor model (emotional exhaustion and depersonalization) and three-factor model (emotional exhaustion, depersonalization, and reduced personal accomplishment). The article analyzes the results of burnout diagnostics among teachers of preschool educational organizations. The results show high prevalence of burnout, especially in the indicators of depersonalization and reduced personal accomplishment. The research also revealed the correlation between the work experience and the severity of burnout. The article also considers various factors contributing to emotional burnout among educators, such as increased responsibility, intensive social interaction, and undervaluation by colleagues and management. To prevent and overcome burnout, a comprehensive program, aimed at increasing self-esteem, developing self-regulation skills, and reducing stress, is proposed. This research contributes to the understanding of the nature of burnout in the educational context and offers practical strategies for its prevention and overcoming. It underlines the need for further research to study the complex causes and consequences of burnout and develop effective interventions to support educators» well-being.