The factor structure of modern teacher’s personality: Manifestation of professional burnout predictors

Introduction. The article examines the problem of professional burnout of modern teachers. The aim of the study is to identify predictors of professional burnout among educators. Materials and Methods. The theoretical and methodological basis for the study is N. E. Vodopyanova’s conception of resource support for counteracting the professional burnout. In order to achieve the research goal, the authors used theoretical (analysis, comparison, generalization, systematization) and empirical (testing) methods, methods of statistical information processing. The field study involved 839 teachers (aged 45.8 years, with S = 12.5), of which 795 were female and 44 were male. The participants are teachers of urban and rural schools in 5 federal districts. The average work experience of the participants is 20.7 years with S = 13.5. The participants were divided into two contrast groups based on measures of severity of emotional burnout according to V. V. Boyko’s ‘Emotional burnout questionnaire’. Results. The authors obtained the following results: - analyzed and summarized studies of Russian and foreign scientists on the issues of teachers’ professional burnout, as well as factors that contribute to and impede the development of professional burnout. - the empirical results of the study are presented: seven factors that can be considered as predictors of professional burnout. Based on the analysis of the research results, the factor structure of the teacher’s personality was determined, with a tendency to professional burnout. Conclusions. Based on the results obtained, predictors of professional burnout of teachers were identified, which will determine the targets for prevention.