The article presents the results of a theoretical and empirical study of teachers’ emotional burnout as a significantsocio-psychological factor influencing the effectiveness of their professional activity. Emotional burnout manifestsitself in the form of chronic fatigue, decreased motivation, emotional exhaustion, and loss of interest in work, whichnegatively affects the quality of the educational process. The study also analyzes the main theoretical approaches tounderstanding the phenomenon of burnout and identifies its key psychological determinants. The empirical part of theresearch included the assessment of the level of emotional burnout among teachers and the evaluation of the influenceof stress-related and interpersonal factors. The results confirmed that a high level of professional stress and a lack ofsocial support contribute to the development of burnout syndrome. In conclusion, the article discusses possible preventionstrategies, including the development of stress resistance, the formation of self-regulation skills, and the creation ofa favorable socio-psychological climate in educational institutions
| Mualliflar | Kamilova , Nadira, Abdullaeva , Nelufar |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-12-02 |
| Jild | 3 |
| Son | 12 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.18031000 |
DOI: 10.5281/zenodo.18031000 · Maqolaning asl sahifasi
emotional burnout, teachers, professional activity, stress, psychological well-being, prevention
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