Zotova F.R.
Volga Region State University of Physical Culture, Sports and Tourism
Kazan State Medical University

Manina A.Z.
Elabuga Institute of Kazan Federal University

Khusnutdinova R.G.
Kazan State Medical University

Keywords: professional burnout, teachers, emotional burnout, stress, burnout phases

Introduction. Given the high level of stress in teaching, which is a "human-to-human" type of activity, the study of the phenomenon of professional burnout among teachers and ways to prevent it is particularly relevant [1]. In this regard, it is necessary to identify the factors that negatively affect the physical and mental health of female teachers, especially during the menopausal period.
The purpose of the study is to identify the symptoms of emotional burnout in teachers, the personal and environmental factors of a teacher's professional activity that contribute to its occurrence, and the ways to reduce professional burnout.
Methodology and organization of the study. The study involved 289 school teachers and 40 university professors aged 35-55 living in the Republic of Tatarstan, using the "Diagnosis of Emotional Burnout" method by V. V. Boiko.
Research results and their discussion. Using the V. V. Boyko method for diagnosing the level of emotional burnout, the leading symptoms of burnout were identified in each of the stress development phases. In the tension phase, the leading symptom is "Experiencing traumatic circumstances"; in a third of the studied women, it is assessed as "established," and in 21% of women, it is assessed as "developing." The dominant symptoms in the resistance phase are "Reduced professional responsibilities" and "Expanded emotional economy." This symptom has already developed in 32-38% of teachers. These symptoms can manifest themselves in a decrease in interest in the results of work, an attempt to shift the responsibilities of one's functions onto others, thus providing psychological self-protection. In the exhaustion phase, two symptoms are significantly manifested: "Emotional detachment" and "Personal detachment." The severity of the first symptom is assessed as "established" in 28.7% of teachers, and as "developing" in 33.6%.
A questionnaire survey of teachers showed that 43% of teachers have cardiovascular diseases (hypertension, vegetative vascular dystonia, and varicose veins); 53% of teachers have chronic diseases; and 22.2% are registered for health reasons.
According to teachers, the specifics of their professional activities require them to interact with a large number of people: students and their parents, colleagues and administration, co-organizers and participants of events, etc. The constant revision and introduction of new educational standards, the need to complete work within a strictly regulated timeframe, and the unreasonably high level of reporting also place a significant emotional burden on teachers. These factors are complemented by the low physical activity of teachers, which is caused by workload at work, the remoteness of sports facilities, negative experiences of participation in physical culture and sports events in the past, etc.
Studies by Russian scientists have shown that creating psychological comfort at work, optimizing the physical activity of employees, and developing a number of personal qualities that will contribute to the development of stress resistance can help prevent professional burnout [1-3].
Conclusions. The study identified the leading symptoms of "burnout" in each of the stress development phases: "tension", "resistance", and "exhaustion"; the personal and environmental factors of a teacher's professional activity that contribute to its occurrence, which should be taken into account in the development of a program to reduce professional burnout.

References

1. Zotova, F. R., Mavliev, F. A., Ivanova, E. S., & Goncharenko, D. I. (2023). Otsenka urovnya aerobnoy rabotosposobnosti zhenshchin 45–60 let [Assessment of the level of aerobic performance of women 45-60 years old]. Teoriya i Praktika Fizicheskoy Kultury, (11), 83. 
2. Manina, A. Z., & Zotova, F. R. (2023). Professional’noe zdorov’ye uchitelya sovremennoy shkoly: sostoyaniye, problemy i puti ikh resheniya [Professional health of the modern school teacher: Status, problems, and solutions]. Nauka i Sport: Sovremennyye Tendentsii, 11(3), 151–159.
3. Romanova, E. S. (2010). Professional’noye stanovleniye i razvitiye s pozitsiy dual’nogo podkhoda [Professional development and growth from the perspective of a dual approach]. Sistemnaya Psikhologiya i Sotsiologiya, (1), 43–56.