EMPIRICAL ANALYSIS OF THE CORRELATION BETWEEN TEACHERS' SELF-ESTEEM AND EMOTIONAL BURNOUT IN THE EDUCATION SYSTEM

In the modern educational system, the professional activity of a teacher is accompanied by a multidimensional set of stressors, among which the most significant are increased workload, intense emotional communication with students, colleagues and parents, as well as constant responsibility for the quality of the educational process. Under conditions of prolonged exposure to such factors and limited internal resources, the risk of forming an emotional burnout syndrome increases, which occurs in the form of emotional exhaustion, depersonalization, and a reduced sense of professional achievement. At the same time, self-esteem, as a key regulatory mechanism, significantly affects how teachers perceive and evaluate their own experience, determines strategies for overcoming difficult situations and building emotional resilience. Low or excessively high self-esteem can significantly complicate the process of adaptation, leading to destructive forms of response to professional challenges and accelerating the occurrence of burnout [1].