Abstract
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
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