International Journal of Organizational Leadership

Emotional burnout syndrome is seen as a non-constructive mechanism of psychological protection, which worsens the psycho-emotional state and complicates professional and social adaptation. The study aims to identify the presence and nature of the relationship between the development of this syndrome in teachers with the degree of intensity of coping mechanisms. In a study organized by the cross-sectional design, a survey of 107 Ukrainian teachers was conducted. According to the purpose of the study, the following diagnostic techniques were used: Victor Boyko's method of diagnosing the level of emotional burnout, version of the Russian-language adaptation of Ways of Coping Questionnaire. The main hypotheses of this study were tested using correlation analysis and analysis of variance. Correlations between the stages of emotional burnout and the peculiarities of coping behavior have been established. It was found that the development of emotional burnout in teachers is associated with the gradual replacement of constructive coping strategies with non-constructive strategies. Furthermore, teachers' emotional burnout was associated with the gradual replacement of problem-oriented coping strategies with passive maladaptive strategies. Burnout due to the violation of the system of self-regulation and depletion of resources of stress resistance was accompanied by increased strategies of avoidance and emotional distancing from problems and strategies that involved a high degree of hostility and aggression. The obtained results indicated the inexpediency of considering coping strategies as a factor in overcoming emotional burnout. Further research is needed to study the factors and mechanisms for choosing coping strategies, criteria for their effectiveness, and consequences for further development of stress

The availability of conflicting data in the scientific literature on the correlations between self-actualization, occupational stress and emotional burnout has suggested that the nature of the
relationship between occupational stress and self-actualization and emotional burnout may
change due to some other variables, such as coping strategies. The aim of the study is to
determine the nature of the relationship between emotional burnout as a result of occupational
stress with the characteristics of self-actualization and the peculiarities of coping behavior of
teachers. In a pilot study organized by the cross-sectional design, a survey of 107 Ukrainian
teachers was conducted. According to the purpose of the study, the following diagnostic
techniques were used: Victor Boyko's method of diagnosing the level of emotional burnout,
version of the Russian-language adaptation of Shostrom's self-actualization test SAT and
Ways of Coping Questionnaire. The main hypotheses of this study were tested using
correlation analysis and analysis of variance. It was found that the severity of burnout is
negatively correlated with self-actualization. In addition, the joint influence of self-actualization indicators and certain coping strategies on the nature of the formation of different
stages of emotional burnout was detected. It was also determined that coping strategies are
formed under the influence of two factors. On the one side, it is professional stress and burnout,
and on the other side, it is the desire to satisfy the need for self-actualization. The results
showed that the predictor of successful adaptation of teachers to the requirements of
professional activity are certain characteristics of the personal profile of coping behavior,
which have a mitigating effect on stress factors determined by self-actualization. Future
research is needed to determine the effectiveness of certain coping strategies on teachers'
resistance to occupational stressors and burnout over a longer period of follow-up