Society andSecurity Insights № 4 2023 108
Научная статья / Research Article
УДК 331
DOI: 10.14258/SSI(2023)4-07
Факторы профессионального выгорания учителей
каксистемная управленческая проблема
всфере образования
Анна Викторовна Столь
Институт стратегических исследований Академии наук Республики Башкортостан, Уфа, Россия,
stolav@isi-rb.ru,https://orcid.org/0000-0002-9528-2893
Аннотация.
, ,
-
— . -
: , , -
( , ),
( ) ,
, , . : -
, , -
,
, — . ,
, .
Ключевые слова: , , , , -
Финансирование: -
2024–2026 .
Благодарности: , -
,
.
Для цитирования: Столь А.#В. Факторы профессионального выгорания учителей как си-
стемная управленческая проблема всфере образования // Society and Security Insights. 2023.
Т. 6, № 4. С.108–124. doi: 10.14258/ssi(2023)4-07.
Государство, гражданское общество истабильность 109
Factors ofProfessional Burnout ofTeachers as a System
Management Problem inthe Sphere ofEducation
Anna V. Stol
Institute for Strategic Studies GBNU Academy ofSciences
ofthe Republic ofBashkortostan, Ufa, Russia,
stolav@isi-rb.ru, https://orcid.org/0000-0002-9528-2893
Abstract. e article examines thefactors ofprofessional burnout ofteachers inRussia and
Bashkortostan, including on thebasis ofa survey conducted by theworking group ofthe Insti-
tute for Strategic Studies ofthe Academy ofSciences ofthe Republic ofBashkortostan to discuss
theoptimization ofthe load on teachers ofgeneral education organizations at theParliamentary
hearings ofthe State Assembly— Kurultai ofthe Republic ofBashkortostan. Burnout factors are
considered: features of the teaching profession, uncontrollable and increased workload, quali-
ty offeedback (support from theadministration, relations with parents), lack ofclarity ofroles
(changes inrequirements) and freedom indecision-making, work experience, age, gender factor.
It is concluded theproblem ofprofessional burnout is associated with themanagement system
inthe eld ofeducation, thelevel ofwages, non-standardized and uncontrolled workload, lack
ofprevention and timely assistance, as well as, to a small extent, thegender factor. is means that
thesolution ofthe issue should be systemic and complex.
Keywords: teacher, professional burnout, workload, length ofservice, sociological survey
Financial Support: thestudy was carried out as part ofthe state assignment ofthe Center for
theStudy ofthe Social Development ofthe Region ofthe Institute for Strategic Studies ofthe State
Budgetary Institution ofthe National Academy ofSciences ofthe Republic ofBashkortostan for
2024–2026.
Acknowledgement: we express our gratitude to theteachers ofthe Republic ofBashkortostan
who took part inthe survey, theMinistry ofEducation and Science ofthe Republic ofBashkorto-
stan for their assistance inconducting thestudy.
For citation: Stol A.#V. (2023). Factors of Professional Burnout of Teachers as a System
Management Problem in the Sphere of Education. Society and Security Insights, 6(4), 108–124.
(InRuss.). doi: 10.14258/ssi(2023)4-07.
Введение
Суть явления.
, , -
219 ., «, -
»: «— , … ,
» (-11. …).
; ,
, ; -
( QD85…; , 213; Scott, 222).
Масштаб ираспространение.
, : , , ,
Society andSecurity Insights № 4 2023 110
, «»
(« »…, 22; , 219). -
(Salmela-Aro, Hietajärvi, Lonka,
219; Tikkanen et al., 222). 5% -
, - (Addressing Teacher Burnout…).
, ,
(Tikkanen et al., 222).
75% ,
38%— (75% …, 22). -
— 71% -
(34%)
(3%) (, , , 218).
Как проявляется выгорание иего последствия вшколе
-
.
, . -
, . -
: - ,
,
. (, , , 218),
;
(75% …, 22; Addressing Teacher Burnout…).
, -
. 4 -
, , ,
(Stillman, 221; 222). — -
, ;
«» (RuBrain, 22).
,
, , , -
, , , . -
, ,
.
История вопроса. Обзор литературы
(Freudenberger) « -
». , , ; -, -
, . -, . . , . , . ,
., .
. ., . . (218) -
. , ,
., . , . .— . -
. . (213), . . -
Государство, гражданское общество истабильность 111
(218), . . (22), . . (219) .
, -
(), (), () .
Цель иметоды исследования
— -
. : 1) -
, -
222.
, 2)
, 3) , -
, 4)
.
Методы исследования
(-) ( ).
. ,
, 222 .
« -
-
» (, 223). -
— ,
, — , -
, -
, .
Классификация факторов. -
:
, ,
(, 22; , 216).
-
. , -
- --
, , , , -
(Hock, 1988).
-
, -
, - .
,
-
,
(Addressing Teacher Burnout…).
: , -
, -
Society andSecurity Insights № 4 2023 112
, , (Scott, 222).
, -
( ..).
Полученные результаты иобсуждение
Факторы выгорания. -
, -
: , , -
( , -
), ( ) -
, , , .
1. Факторы выгорания: профессия (коммуникативный тип и особенности
стресса наработе)
, -
, , ,
-
(, 219).
-
,
, — 45,2%. -
, , ,
.
( -
), 22,8% ,
, .
, «»,
, .
-
— 39,1% (. — 44,1% ),
— 23,8%; -
— 15,2% — 12,2%.
«» 75 , -
— . , ,
( ):
• ,
• ,
• ,
• , ,
• -
• , ,
. , -
.
Государство, гражданское общество истабильность 113
• , , ..
• , , , -
, , : -
— , , !!
2. Факторы выгорания: неуправляемая иповышенная нагрузка
:
1) ,
2) ,
3) ,
4) - .
Рост числа учеников врасчете научителя
. -
, -
(Salmela-Aro, Hietajärvi, Lonka, 219). 218–219
17 , —
, . 11 -
, — 13, — 15 (, , 22). 21–221 .
33%, — 18,6%
13%, -
12 21 . 16 221 . (, 223).
-
. -
, — -
55, 65 (, ,
22). 55 ,
, — 11,5%, 65 — 19-, ..
.
Дополнительная работа для повышения дохода
.
( 57,6%,
),
(31,6%); (24,2%),
(31,1%); (21,4%); (18,5%);
(17,3%). 15,8% -
, 18,8% ( ) .
, -
(
) ( ).
Неконтролируемые задачи вне должностных обязанностей
-
.
Society andSecurity Insights № 4 2023 114
, -
, ,
-
«» (!
…, 222; «» …, 218).
—
-
.
Неоптимизированные бизнес-процессы всхеме управления школами
-
. -
.
, 57,7%, -
37,4% .
1— : «, , ,
». .
Источник: Данные социологического опроса, проведенного среди учителей РБ рабочей группой Инсти-
тута стратегических исследований РБ.
Figure 1— Answer to thequestion: “Please indicate inhours how much time per
week you spend on thefollowing types ofwork.” Average hours per week.
Source: Data ofa sociological survey conducted among teachers ofthe Republic ofBashkortostan by a working
group ofthe Institute for Strategic Studies ofthe Republic ofBashkortostan.
Государство, гражданское общество истабильность 115
— -
, , -
, -
(Arvidsson et al., 219). 1–2
, , 64,4% -
. (3,9%).
— 74,4 ( -
,
168 ),
1 (. 1). «», «
- , … -
… 5 75 » ( -
, 22) 74,4 , 65 ,
«» 215 . ( -
…, 215). , (47,2%).
, .
3. Факторы выгорания: качество обратной связи ирезультатов труда
-
,
, -
.
, ,
.
— 9%— : -
(94,7%), (94,5%), (9,1%), -
(91,3%), (91,3%) (9,3%). -
— (
33,9%, 57,6%), ( 37,4%, -
57,7%). , -
, , ,
.
4. Факторы выгорания: отсутствие четкости ролей (изменение требова-
ний) исвобода впринятии решений
(Arvidsson et al, 219). ,
,—
. ,
, , -
, PISA.
, -
Society andSecurity Insights № 4 2023 116
, ( , 219).
(Council for creative education, Finland; , 221).
,
, -
(Salmela-Aro, Hietajärvi, Lonka, 219). -
(Tikkanen at al, 222).
(221–222 .)
-
: 76% -
, — 71%. :
, (64,4%), -
, (47,2%), (3,9%).
5. Факторы выгорания: возраст
, , —
45 , ,
6 (. 1).
1.
Table 1.
*
e in uence ofage on emotional burnout
-
, .
-
,%
, -
-
, .
, -
-
,%
25 176 3,9 73 41,5
25–30 299 6,6 138 46,2
30–35 568 12,5 261 46,0
35–40 706 15,6 377 53,4
40–45 783 17,3 408 52,1
45–50 803 17,7 406 50,6
50–55 680 15,0 339 49,9
55–60 371 8,2 179 48,2
60–65 115 2,6 32 27,8
65 28 0,6 6 21,4
4529 100,0 2219 49,0
*Данные социологического опроса, проведенного среди учителей РБ рабочей группой Института стра-
тегических исследований РБ.
Data ofa sociological survey conducted among teachers ofthe Republic ofBashkortostan by a working group
ofthe Institute for Strategic Studies ofthe Republic ofBashkortostan.
Государство, гражданское общество истабильность 117
35 ,
6 . -
35–4 — (53,4%). ,
, -
.
6 .
6. Факторы выгорания: стаж работы
(. 2).
2 (. 1 2) -
, , -
, .
,
, .
2.
Table 2.
*
e impact ofwork experience on burnout
-
-
, .
-
,%
, -
-
, .
, -
-
,%
2 306 6,8 104 34,0
2–5 340 7,5 147 43,2
5–10 487 10,8 255 52,4
10–15 530 11,7 242 45,7
15–20 579 12,8 320 55,3
20–25 686 15,1 352 51,3
25 1601 35,3 799 49,9
4529 100,0 2219 49,0
* Данные социологического опроса, проведенного среди учителей РБ рабочей группой Института стра-
тегических исследований РБ.
Data ofa sociological survey conducted among teachers ofthe Republic ofBashkortostan by a working group
ofthe Institute for Strategic Studies ofthe Republic ofBashkortostan.
7. Факторы выгорания: гендерный фактор
(, , 218; , 223; Tikkanen at al, 222;
, 221) ,
, (, 223). -
(Hock, 1988). -
Society andSecurity Insights № 4 2023 118
, - :
, 5% , ,
— 44%.
Стратегии выхода изпрофессионального выгорания. -
, , , 42% -
, 29,7% , 13,6% -
, . ,
, , , ,
, . -
,
, , .
-
,
. -
, -
, , .
,
, .
Рекомендации по минимизации последствий профессионального выго-
рания учителей. , -
,
. :
1. , , -
-
-.
2. .
3. ,
. (-
, ) -
, ,
, , . ,
,
. -
, -
, -.
- ,
3–5 .
4. , -
. — -
. , , , -
, ,
,
Государство, гражданское общество истабильность 119
, ,
,
.
5. ,
- . ,
,
. , -
,
. -
.
Заключение
-
,
.
. :
, ,
.
, -
,
.
( , —
) ( , -
)
,
.
— -
,
, ,
, -
, .
СПИСОК ИСТОЧНИКОВ
« »: 5 , -
// . 14.7.22. URL: https://zeh.media/praktika/rabota/817564-professii-v-
kotorykh-rabotniki-chashche-vsego-vygorayut ( : 25.7.223)
75% // .
. 22.12.22. URL: https://yandex.ru/company/services_news/22/22-12-
22 ( : 17.6.222).
. . .
// . 22.6.2. URL: https://
journal.tinko .ru/pedstat/ ( : 2.7.223).
Society andSecurity Insights № 4 2023 120
. . //
. 26.1.22. URL: -./blog/22-1-26-1629 ( -
: 15.8.222).
QD85 // . URL: https://icd.
who.int/browse11/l-m/en#/http://id.who.int/icd/entity/12918281 ( :
2.4.222).
. .
: . ,
219.
. .
// , , . 216. 1.
. . -
// . 223. 1.
.61–73.
. . // -
. . . 213. 3. . 24–26.
-11. 11 // -
. URL: https://icd.who.int/ru ( :
2.7.223).
. ., . . -
// . 218. . 8, 3. . 97–11.
DOI: 1.17759/psylaw.218837
// . 19.4.221.
URL: https://www.rbc.ru/rbcfreenews/67cbfde9a7947846ed5a6fa (
25.7.222).
. ., . ., . .
// . 218. . 28, 4.
«» « -
» // «». 28.3.218. URL: https://pedagog-prof.
org/nizhegorodskaya-oblast/profsoyuz-uchitel-vypustil-broshyuru-normativnoe-
regulirovanie-otchetnosti-uchitelej/ ( 25.7.223).
// «». 1.12.22. URL: https://pedagog-
prof.org/stati/rabochee-vremya-uchitelya/ ( 25.7.223).
. . Burn IT out. - – -
, // IQ.HSE,. 15.5.223. URL: https://iq.hse.ru/news/833393753.
html ( 24.7.222).
. . -
// : -
. . 5. : , 223. . 184.
! ! ! //
«». change.org, 222. URL: https://www.change.org/p/--
Государство, гражданское общество истабильность 121
------- ( 1.4.222).
// , .
17.1.219. URL: https://edu.ru/news/mezhdunarodnyy-opyt/chto-takoe- nskaya-
shkola/ ( 25.7.222).
, 65 -
! «» // «». 2.4.215 URL:
https://pedagog-prof.org/udmurtskaya-respublika/chtoby-poluchit-srednyuyu-
zarplatu-uchitel-dolzhen-rabotat-65-chasov-v-nedelyu-startovala-aktsiya-trudovoj-
sekundomer/ ( 25.7.223).
. , . -
// Forbes Education. 8.7.221. URL: https://education.forbes.
ru/authors/obuchenie-orientirovannoe-na-uchenika#:~:text=%2-
%2%2%2,%2%2%2-
%2 ( 27.7.223).
Addressing Teacher Burnout: Causes, Symptoms, and Strategies. e E ect ofteacher
Burnout on Students // American University, School Of Education. URL: https://
soeonline.american.edu/blog/teacher-burnout ( : 15.7.222).
Arvidsson I., Leo U., Larsson A.et al.Burnout among school teachers: quantitative and
qualitative results from a follow-up study insouthern Sweden //BMC Public Health.219.
No.19. P.655. https://doi.org/1.1186/s12889-19-6972-1
Council for creative education, Finland // Introduction to Finland Education. URL:
https://www.cce nland.org/ nedu ( 2.7.222).
Roger R. Hock. Professional Burnout among Public School Teachers // Public Personnel
Management. 1988. Vol. 17, No. 2. Pp. 167–189.
Salmela-Aro K, Hietajärvi L, Lonka K. Work Burnout and Engagement Pro les Among
Teachers // Front Psychol. 219. Oct 4; 1, 2254. doi: 1.3389/fpsyg.219.2254. PMID:
31636591; PMCID: PMC6787897.
Scott E. Burnout Symptoms and Treatment // Verywell Mind, May 23, 222. URL:
https://www.verywellmind.com/stress-and-burnout-symptoms-and-causes-3144516
( : 15.8.222).
Stillman J. 745, People a Year Die From Working Long Hours. 3 Ways Your 55-Plus-
Hour Weeks Are Killing YouRegularly putting in more than 55 hours a week could
literally kill you, a new study warns. JUN 2, 221. URL: https://www.inc.com/jessica-
stillman/well-being-work-hours-world-health-organization-research.html ( -
: 1.4.222).
Stillman J. How Burnout Physically Changes Your Brain (It’s Not Pretty). AUG 9, 222
URL: https://www.inc.com/jessica-stillman/burnout-brain-chemistry-mental-health.
html ( : 1.4.222).
Tikkanen L., Haverinen K., Pyhältö K., Pietarinen J. and Soini T. Di erences inTeacher
Burnout Between Schools: Exploring the E ect ofProactive Strategies on Burnout
Trajectorie // Front. Educ. 222. 7:858896. doi: 1.3389/feduc.222.858896.
Society andSecurity Insights № 4 2023 122
REFERENCES
«I’m scared to come to work»: 5 professions inwhich people most o en burn out. (22).
Ceh. URL: https://zeh.media/praktika/rabota/817564-professii-v-kotorykh-rabotni-
ki-chashche-vsego-vygorayut. tion-job-burnout-signs-you-have-it-who-s-most-at-risk.
(InRuss.).
75% ofRussian teachers experience professional burnout (22). Yandex, novosti. U R L :
https://yandex.ru/company/services_news/22/22-12-22 (In Russ.).
Antonov, S., Smagin, A. (22). How much does a teacher actually earn? And are there
enough teachers inRussian schools? Tin’ko zhurnal. URL: https://journal.tinko .ru/
pedstat/ (In Russ.).
Bykina, G. N. (22). Professional burnout ofteachers and ways to overcome it. Profo-
brazovanie. URL: prof-obr.rf/blog/22-1-26-1629 (In Russ.).
QD85 Burnout. World Health Organization. URL: https://icd.who.int/browse11/l-m/en#/
http://id.who.int/icd/entity/12918281.
Gorina, T. V. (219). Professional burnout among representatives of socionomic profes-
sions with di erent levels ofre exivity: magister thesis. Ekaterinburg. (In Russ.).
Gunzunova, B. A. (216). Components ofemotional burnout invarious categories
ofteaching sta . Mir nauki, kul’tury, obrazovaniya, 1, 241–244. (In Russ.).
Egoryshev, S. V. (223). Emotional burnout ofteachers as a factor inreducing thee ec-
tiveness oftheir professional activities. Vestnik RUDN, 1, 61–73 (In Russ.).
Kurganova, I. Ju. (213). Emotional burnout inthe activities ofa teacher. Obrazovanie.
Kar’era. Obshchestvo, 3, 24–26. (In Russ.).
ICD-11. International Classi cation ofDiseases 11th revision. World Health Organiza-
tion. URL: https://icd.who.int/ru.
Moskovskaja, M. S., Bulygina V.G. (218). Gender di erences in the perception
ofstress among investigators. Psihologiya i pravo, 8(3), 97–11. https://doi.org/1.17759/
psylaw.218837 (In Russ.).
Almost a quarter ofRussians reported burnout at work. (221). RBC. URL: https://www.
rbc.ru/rbcfreenews/67cbfde9a7947846ed5a6fa
Pronicheva, M. M., Bulygina, V. G., Moskovskaja, M. S. (218). Modern studies ofemo-
tional burnout syndrome among specialists inthe social sphere. Social’naya i klinich-
eskaya psihiatriya, 28(4). (In Russ.).
e «Teacher» trade union has released a brochure «Regulatory Regulation ofTeach-
er Accountability» (218). Profsojuz «Uchitel’». URL: https://pedagog-prof.org/
nizhegorodskaya-oblast/profsoyuz-uchitel-vypustil-broshyuru-normativnoe-regul-
irovanie-otchetnosti-uchitelej/ (In Russ.).
Teacher’s working hours. (22). Profsojuz «Uchitel’». URL: https://pedagog-prof.org/sta-
ti/rabochee-vremya-uchitelya/ (In Russ.).
Selina M. V. (223). Burn IT out. How do IT specialists burn out? e longer they stay
inthe profession, thehigher therisks. IQ.HSE. URL: https://iq.hse.ru/news/833393753.
Государство, гражданское общество истабильность 123
html (in Russ.).Stol A.V. (223). Assessing theimpact ofsocial infrastructure ofmunic-
ipalities on demographic processes. In: Republic ofBashkortostan. Demographic report.
Issue 5 (pp. 184). Ufa: RIC UUNiT. (In Russ.).
O cials! Leave school alone! Let the teachers teach the children! (222). Profsojuz
«Uchitel’». URL: https://www.change.org/p/chinovniki-ostav’te-shkolu-v-pokoe-dajte-
uchiteljam-uchit’ (In Russ.).
What is a Finnish school. (219). Rossijskoe obrazovanie, federal’nyj portal. URL: https://
edu.ru/news/mezhdunarodnyy-opyt/chto-takoe- nskaya-shkola/ (In Russ.).
To receive the average salary, a teacher must work 65 hours a week! e stopwatch
campaign has started. (215). Profsojuz «Uchitel’». URL: https://pedagog-prof.org/
udmurtskaya-respublika/chtoby-poluchit-srednyuyu-zarplatu-uchitel-dolzhen-rabo-
tat-65-chasov-v-nedelyu-startovala-aktsiya-trudovoj-sekundomer/ (in Russ.).
Jeriksson S. (221). Learner-centered learning. Using theexample ofthe Finnish educa-
tion system. Forbes Education. URL: https://education.forbes.ru/authors/obuchenie-ori-
entirovannoe-na-uchenika#:~:text=Finskie%2shkol’niki%2chuvstvujut%2sebja%2
bolee,osnovnyh%2principov%2 nskoj%2obrazovatel’noj%2sistemy (In Russ.).
School Of Education. Addressing Teacher Burnout: Causes, Symptoms, and Strategies.
e E ect ofteacher Burnout on Students. (221). American University. URL: https://
soeonline.american.edu/blog/teacher-burnout
Arvidsson, I., Leo, U., Larsson, A.et al.(219). Burnout among school teachers: quan-
titative and qualitative results from a follow-up study insouthern Sweden. BMC Public
Health19, 655 https://doi.org/1.1186/s12889-19-6972-1
Council for creative education, Finland. Introduction to Finland Education. URL: https://
www.cce nland.org/ nedu
Roger R. Hock. (1988). Professional Burnout among Public School Teachers. Public Per-
sonnel Management, 17(2), 167–189.
Salmela-Aro K, Hietajärvi L, Lonka K. (219). Work Burnout and Engagement Pro les
Among Teachers. Front Psychol. Oct 4; 1, 2254. doi: 1.3389/fpsyg.219.2254.
Scott E. (222). Burnout Symptoms and Treatment. Verywell Mind. URL: https://www.
verywellmind.com/stress-and-burnout-symptoms-and-causes-3144516.
Stillman J. (221). 745,000 People a Year Die From Working Long Hours. 3 Ways Your
55-Plus-Hour Weeks Are Killing YouRegularly putting inmore than 55 hours a week could
literally kill you, a new study warns. URL: https://www.inc.com/jessica-stillman/well-
being-work-hours-world-health-organization-research.html.
Stillman J. (222). How Burnout Physically Changes Your Brain (It’s Not Pretty). URL:
https://www.inc.com/jessica-stillman/burnout-brain-chemistry-mental-health.html.
Tikkanen, L., Haverinen, K., Pyhältö, K, Pietarinen. J. and Soini, T. (222). Di erences
in Teacher Burnout Between Schools: Exploring theE ect ofProactive Strategies on
Burnout Trajectories. Front. Educ. doi: 1.3389/feduc.222.858896.
Society andSecurity Insights № 4 2023 124
СВЕДЕНИЯ ОБ АВТОРЕ / INFORMATION ABOUT THE AUTHOR
— . . , , ,
, -
, . , .
Anna V. Stol— Cand. Sci. (Economics), Associate Professor, Leading Researcher, Center
for theStudy ofthe Social Development ofthe Region, Institute for Strategic Studies
ofthe Academy ofSciences ofthe Republic ofBashkortostan, Ufa, Russia
Статья поступила вредакцию 15.10.2023;
одобрена после рецензирования 21.11.2023;
принята кпубликации 21.11.2023.
The article was submitted 15.10.2023;
approved after reviewing 21.11.2023;
accepted for publication 21.11.2023.
