PREVENTION OF PROFESSIONAL BURNOUT OF TEACHERS IN CONDITIONS OF MIXED LEARNING

Abstract

The article is dedicated to the issue of preventing professional burnout among teachers in blended learning environments. This form of education combines online resources with traditional classroom sessions. It is highlighted that the conditions under which blended learning is organized negatively affect the teaching staff, causing them significant emotional tension and stress. All of this leads to the depletion of internal resources and professional burnout of teachers, which underscores the importance of addressing the prevention of professional burnout in blended learning contexts. The article presents the results of three stages of research on the level of emotional burnout among teachers from the Department of Social Technologies at Kyiv National Aviation University and the Department of Psychology and Pedagogy at Kyiv National University of Economics, conducted in 2022 and 2023. The aim of the article is to review and characterize the methods of professional burnout among higher education institution teachers in blended learning conditions. To accomplish this objective, a variety of research methods were employed, including the analysis, organization, synthesis, categorization, comparison, and summarization of fundamental theoretical ideas from scholarly texts pertinent to the issue under investigation. Additionally, empirical and statistical approaches were adopted, such as monitoring the educational process, conducting educational experiments, administering surveys, and performing mathematical analysis of the findings. The practical outcome of the research presented in the article includes specific recommendations for harmonizing the psychophysical state of teachers suffering from professional burnout at all three levels of regulation of the psychophysical state, namely: physiological, emotional-volitional, and value-meaningful.