Features of the functional states of teachers of higher educational institutions with developing and formed syndrome of emotional burnout

the relevance of the research is due to the increasing role of the teacher's personality in the educational process at a higher educational institution. The article presents the results of an empirical study of the functional states of university teachers with pronounced symptoms of emotional burnout. Special attention is paid to determining the level of stress among respondents and identifying its relationship with various socio-psychological factors. It is also determined that teachers with a formed burnout syndrome experience apathy, negativism, stress, frustration and anxiety, which negatively affects job satisfaction and can cause conflict relations in the teaching staff and even professional deformation of the employee's personality. Teachers with an unformed syndrome are characterized by a lack of conflict and stress. The prospects for further research on the problem of preventing emotional burnout in the human–human system are also outlined.

personality model, competencies, emotional burnout, functional state, burnout syndrome, burnout symptoms, factors, criteria