Professional burnout and subjective family well-being of pedagogical workers in the conditions of war

This article addresses the issue of professional burnout among educators under martial law and its correlation with subjective family well-being. Professional burnout refers to a state of psychological and physical exhaustion experienced by teachers in their professional roles. The article focuses on the emotional and psychophysiological symptoms of burnout, such as emotional exhaustion, irritability, and a loss of motivation and support. Additionally, a comprehensive examination of the relationship between family well-being and professional effectiveness is recognized as a relevant and promising area in contemporary psychological research. Subjective family well-being is defined as an individual's existential experience that reflects their attitude towards life, linked to the fulfillment of basic needs and values. This study focuses on analyzing the relationship between teachers' professional burnout and subjective family well-being during wartime. It includes both a theoretical analysis of the topic and an empirical investigation. The research procedure consisted of five stages, from collecting primary data to developing practical recommendations. The methods used included the author's questionnaire, K. Maslach and S. Jackson's methodology, and the WHO-5 questionnaire. The study involved 74 teachers, the majority of whom were experienced women. The data collected revealed a significant influence of family on the levels of burnout reported by the teachers. The data collected showed a strong influence of family well-being on professional burnout. A significant number of respondents reported a lack of complete subjective family well-being, despite having been married for many years. More than half of the respondents are partly or completely satisfied with their teaching activities during the war. At the same time, the impact of family circumstances on professional effectiveness is felt. The data obtained point to the need for psychological support for teachers. The identified signs of professional burnout underline the importance of preserving psycho-emotional resources in times of war. The results of the study have practical implications for the educational system and psychological support.