Emotional manifestations of professional burnout among chess coaches

Introduction. The article presents the results of an empirical study focusing on emotional manifestations of professional burnout among chess coaches. Materials and Methods. The study employed a set of diagnostic methods to determine the degree of professional and psycho-emotional burnout, the self-assessment of mental states, and professional competencies. The study involved 118 chess coaches and 118 primary school teachers implementing chess education programs in general education schools. Results. Statistically significant differences were revealed between the two research samples regarding emotional dimensions of professional burnout. Teachers exhibited significantly higher levels of emotional exhaustion, anxiety, fatigue, depression, self-doubt, and helplessness compared to chess coaches. Conversely, chess coaches displayed higher levels of inflated self-esteem regarding their professional abilities, along with reduced satisfaction with their professional achievements and their students’ success. They were also more prone to attributing professional setbacks to external factors and experiencing excessive emotional distress. A correlation was identified between the intensity of professional burnout symptoms in chess coaches and the perceptions of parents of young chess players. Conclusions. The study highlights the distinct emotional characteristics of professional burnout among chess coaches and teachers, underscoring the need for targeted programs aimed at preventing burnout, enhancing job satisfaction, and fostering motivation for professional and career development.