Determinants influencing burnout levels among Ukrainian EFL educators: theoretical constructs and personal experience

Abstract

The purpose of this article is to explore and analyse the theoretical aspects of factors affecting burnout levels among Ukrainian EFL (English as a Foreign Language) teachers. This article aims to provide a comprehensive understanding of the main contributors to teacher burnout and stress, as well as examine the potential impact of the socio-political and educational context in Ukraine. By delving into these factors, the article seeks to offer valuable insights for improving teacher well-being and retention, and ultimately, enhance the quality of English language education in Ukraine. This investigation synthesized and analysed existing literature on burnout among Ukrainian EFL teachers, revealing a complex interplay of work-related factors, such as workload, classroom management, and student behaviour, and the unique socio-political context in Ukraine. The ongoing conflict and political turmoil in Ukraine, coupled with language policy reforms and national testing systems, have emerged as critical factors affecting EFL teachers’ burnout levels. Additionally, the full-scale armed aggression of Russia against Ukraine has further heightened stress and burnout among teachers due to the disruption of normal school functioning and increased emotional and psychological demands. Addressing the specific challenges faced by EFL teachers in Ukraine, including the impact of the armed aggression, is crucial for promoting well-being and resilience. Previously unsolved aspects of the problem, such as the cumulative impact of multiple factors and coping strategies, warrant further investigation. The insights gained from this analysis can inform the development of targeted interventions and strategies to support teacher well-being and retention, ultimately enhancing the quality of English language education in Ukraine. A continued focus on understanding and addressing burnout among Ukrainian EFL teachers is essential for fostering a sustainable and resilient teaching workforce. The scientific novelty of this investigation lies in its comprehensive analysis of the factors contributing to burnout among Ukrainian EFL teachers, with a particular emphasis on the unique socio-political context and ongoing armed aggression. By synthesizing and analysing existing literature, this investigation identifies previously unsolved aspects of the general problem and highlights potential avenues for future research. The insights gained from this study contribute to the existing body of knowledge on teacher burnout and inform the development of targeted interventions and strategies to support teacher well-being and retention in the specific context of Ukraine. The practical value of this research is its potential to inform the development of targeted interventions and strategies that address the specific challenges faced by Ukrainian EFL teachers, ultimately supporting their well-being and retention. By identifying key factors contributing to burnout, this investigation provides valuable insights for policymakers, educational institutions, and teacher support services in designing and implementing effective measures to mitigate teacher burnout. The findings also highlight the importance of offering tailored professional development opportunities, promoting positive teacher-student relationships, and addressing workload and classroom management challenges. This research serves as a foundation for fostering a more sustainable and resilient teaching workforce, which is essential for enhancing the quality of English language education in Ukraine.