BURNOUT SYNDROME IN THE PROFESSIONAL ACTIVITY OF PRESCHOOL TEACHERS: A SYSTEMIC ANALYSIS OF FACTORS

Abstract

In the context of the transformation of Ukraine’s education system and prolonged social challenges caused by martial law, professional demands and psycho-emotional pressure on preschool education teachers have significantly increased. The professional activity of preschool teachers is characterized by intensive interpersonal interactions, a high level of responsibility for the life, health, and safety of children, and the need for constant emotional involvement and self-regulation under conditions of uncertainty. The combined influence of these factors leads to substantial psycho-emotional and cognitive workload, increasing the risk of emotional burnout syndrome. Emotional burnout among preschool teachers is considered a complex, multidimensional psychological phenomenon that develops as a result of prolonged professional stress and chronic emotional strain. Its main manifestations include emotional and physical exhaustion, depersonalization, reduced professional motivation, decreased job satisfaction, and a sense of devaluation of professional activity. These symptoms negatively affect teachers’ psychological well-being, the quality of interpersonal interaction with children and parents, and the effectiveness of the educational process. The article presents a systemic analysis of the key factors contributing to emotional burnout among preschool teachers, including professional, organizational, and personal factors, taking into account current socio-psychological conditions. The relevance of a comprehensive approach to the prevention and overcoming of emotional burnout is substantiated, emphasizing the integration of individual psychological resources, organizational support, and targeted psychoprophylactic measures.