PROFESSIONAL BURNOUT OF TEACHERS IN WARTIME: COPING STRATEGIES AND ORGANIZATIONAL SUPPORT

Stativka O. Kharkiv National University of Internal Affairs https://orcid.org/0000-0002-9956-9082
Bryntseva O. V. N. Karazin Kharkiv National University https://orcid.org/0000-0002-2354-7901
Podorozhna A. V. N. Karazin Kharkiv National University https://orcid.org/0000-0001-5248-7699

Keywords: professional burnout, teacher, psychological resilience, stress resistance, organizational support, individual strategies, war

Abstract

DOI: https://doi.org/10.26565/2074-8922-2026-86-04

Objective. To investigate manifestations of professional burnout among teachers, identify its main components, and evaluate the effectiveness of individual and organizational coping strategies in the context of military operations.

Methods. A combination of theoretical and empirical methods was used. A theoretical analysis was conducted using methods of analysis, synthesis, and generalization of scientific sources. The empirical study employed standardized psychodiagnostic techniques, including the Maslach Burnout Inventory (MBI) and the Connor–Davidson Resilience Scale (CD-RISC), as well as questionnaires and semi-structured interviews. The results were processed using mathematical and statistical analysis methods (correlation analysis).

Results. The results show that a significant proportion of teachers demonstrate moderate or high levels of professional burnout. The most pronounced structural component of burnout is emotional exhaustion, which manifests itself in chronic fatigue, reduced emotional involvement in professional activities, and depletion of internal resources. It was found that teachers with high burnout are characterized by reduced psychological stability, lower ability to cope with stressful situations, and decreased personal resources. Correlation analysis showed a statistically significant relationship between emotional exhaustion and indicators of stress resistance: as burnout increases, psychological stability decreases. Survey and interview data confirmed that teachers experience increased psychological stress during military action, which negatively affects their professional motivation, emotional state, and the quality of pedagogical interaction. Respondents emphasized the need for psychological support, professional counseling, and stress resistance development programs.

Conclusions. The prevention of professional burnout necessitates a comprehensive approach that integrates the development of individual teacher resources with organizational support measures. The introduction of psychological support systems, workload optimization, supervision, coaching, and support groups contributes to increasing the resilience of teachers and maintaining the quality of the educational process.

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