Professional burnout of teachers in martial law: psychological factors, consequences and ways of prevention

Abstract

In conditions of prolonged martial law in Ukraine, its educational system was forced to change its approach not only to the organizational and methodological principles of teaching. The issues of psychological conditions of teachers' professional activity became especially relevant. The focus of the article is the problem of professional burnout of teachers in wartime. It is shown that professional burnout of teachers in martial law is a multidimensional psychosocial problem that is formed under the influence of individual, organizational and systemic factors. It is proven that professional burnout negatively affects not only the personality of the teacher, but also the quality of the educational process, the psychological state of students and the stability of the educational system as a whole. It is demonstrated that effective prevention of burnout requires a comprehensive approach that combines psychological support, adequate educational management and state policy focused on preserving human capital in the state.