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PREVENTION OF TEACHERS’ EMOTIONAL EXHAUSTION
Narmin Mir Jalalli1
Abstract: The article explores the issue of professional exhaustion among educators. It discusses
changes in perceptions of professional exhaustion over time and identies primary theoretical
approaches to understanding the concept and its psychological and physiological aspects. The
article also categorizes the factors contributing to educators’ professional exhaustion and classies
stressors of a professional nature. It establishes the phases of professional exhaustion experienced
by educators and outlines its primary symptoms. Additionally, it assesses the impact of psycho-
physiological exhaustion on the eectiveness of pedagogical activities and the education system.
The article analyzes the relevance of applying prevention measures for professional exhaustion and
outlines individual and group-based prevention techniques. It recommends developing and cultivating
individual characteristics to decrease the likelihood of professional exhaustion. It details methods for
acquiring stress management skills, including regulating personal, social, and physical well-being,
modifying thought processes, and logical thinking. Lastly, the article presents universal approaches
to combating professional stress factors.
Keywords: emotional exhaustion, emotional burnout, teacher, prevention
Introduction
The profession of an educator carries signicant social signicance, particularly in light
of the ongoing expansion and advancement of the higher education system. This growth has led to
a rise in the demands placed on educators, both in terms of their professional responsibilities and
1 Master of Odlar Yurdu University, Baku, Azerbaijan. https://orcid.org/0009-0000-0784-4714
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personal character. Research has consistently demonstrated that the role of a teacher is one of the most
demanding professions, characterized by emotional pressure, frequent social interactions, and a high
degree of accountability. These factors often contribute to mental and physical exhaustion, which can
signicantly impact an educator’s level of professionalism and skill.
Furthermore, it is evident that many prospective and current educators may not fully
comprehend the potential implications of emotional fatigue and are unaware of eective strategies for
preventing it. As a result, there is often a lack of emphasis on developing qualities that enhance stress
resilience. This oversight can lead to educators feeling overwhelmed by the professional hurdles they
face, ultimately aecting the quality of higher education and its ability to meet desired standards.
Hence, it is crucial to recognize and execute strategies and methods to prevent professional
burnout among educators. This will be vital in improving the overall eciency of educational tasks
and ensuring that educators can fulll the requirements of their profession while also looking after
their well-being.
Extensive research has been devoted to comprehending the profound impact of emotional
burnout. This debilitating condition manifests as a sense of emptiness, apathy, fatigue, and waning
interest in work. It is particularly pervasive among professionals in the social sciences, notably teachers
(Jabbarov, 2017; Jabbarov, 2021; Kamila et al, 2020).
The modern Azerbaijani society is founded on political and socio-economic principles that
originate from the country’s diverse cultural heritage, promoting tolerance and multiculturalism.
Embracing and adjusting to these new values can lead to conicting situations that bring about
substantial changes in societal norms and values. This dynamic process results in shifts in individual
behaviors, social norms, and fundamental beliefs (Aliyeva and Jabbarov, 2020). These conicting
situations and signicant changes in societal norms can contribute to the burnout experienced by
teachers. As they navigate the complexities of a rapidly evolving society, teachers may feel overwhelmed
by the pressure to adapt to new values and expectations while maintaining their well-being.
The modern education system requires teachers to have a high level of competence,
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especially in terms of promoting health and well-being. Parents’ expectations of the education system
are increasing, and sometimes teachers struggle to meet these demands, leading to negative reactions.
This can result in emotional distress and physical health issues. Additionally, many adults do not
fully understand the importance of maintaining good health and taking responsibility for their own
well-being. There are few people in society, including teachers, who lead a healthy lifestyle and can
eectively encourage children and adolescents to do the same.
In recent years, the problem of teacher burnout and emotional exhaustion has become a major
concern in the education sector. Teachers constantly face various stressors such as heavy workloads,
student behavior issues, and lack of support, which can signicantly impact their mental well-being.
This research aims to explore the eectiveness of preventive measures such as consultations and
vacations in reducing emotional exhaustion among teachers in the Khazar District.
Literature review
In 1974, the renowned American psychiatrist H.J. Freudenberger identied a distinct
personality disorder that arises in otherwise healthy individuals due to intense emotional interactions
in their professional roles with clients, patients, and students. This groundbreaking work led to the
introduction of the term “burnout” in the scientic community.
The term “skillful bur nout,” as discussed by Russian scientist Vodopyanova (2019), refers to
a prolonged stress reaction resulting from extended professional stresses of average productivity. This
term is often associated with personal deformation, which occurs under the inuence of professional
stresses. The concept of “professional deformation” was rst introduced by P. Sorokin to describe
the negative impact of professional activity on an individual. V.E. Oryol’s ideas are intriguing as he
suggests that there are optimal limits to an individual’s professionalization, beyond which the impact
on their mental characteristics may become negative. Seer (2003) concluded, after studying the
mechanism of professional deformation, that the expectations when entering independent professional
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life act as a trigger mechanism for deformation. This is due to the signicant disparity between
professional reality and the expectations formed by graduates of professional educational institutions.
Initial diculties often lead young specialists to seek drastic work methods, and failures, negative
emotions, and disappointments can initiate the development of professional maladjustment. Non-
constructive problem-solving during the adaptation process at the beginning of professional activity
may lead to the occurrence and development of deformations.
The issue at hand is the social demand for eective and high-quality education, while not
enough attention is given to the psychological well-being of those who are expected to meet this
demand. Therefore, it is important to study the causes and methods of preventing teacher burnout
syndrome. Psychologists Veronica Doringer and Arseniy Volodko have identied the “traps” of
emotional burnout: - Unrealistically high expectations - Ignoring one’s own emotions - Fear of
dependence on other people According to Doringer and Volodko, a person who has accepted their
own emotions and overcome the fear of dependence cannot experience emotional burnout.
Saloviita and Pakarinen (2021) argue that teacher burnout not only aects teachers but also
their students. They found that higher burnout was linked to more negative attitudes towards inclusion,
lower self-ecacy, and weaker connection with students. When teachers experience burnout, they
lose connection with themselves and their students, which is concerning because teachers should feel
connected with their students in the classroom. As students develop their motivation, they often reect
their teachers’ motivation, so if the teacher lacks motivation, the students may as well (Saloviita &
Pakarinen, 2021). This is problematic because if the teacher struggles to motivate themselves, they
may not be setting the best example for their students.
Teachers experiencing high levels of emotional exhaustion may exhibit reduced enthusiasm
and dedication in their roles, ultimately impacting their teaching eectiveness and student outcomes,
as indicated by research conducted by Maslach and Leiter in 1999 and Mérida-López and Extremera
in 2017.
The symptoms of burnout among teachers can be reduced by providing them with training
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sessions that focus on their professional development and teach them how to deal with stressful
situations. These programs can be integrated into their initial education, pursued individually, or
implemented by schools and districts. While these training strategies have been shown to decrease
emotional exhaustion among teachers, some studies have reported mixed results, with no signicant
change in burnout levels (Iancu et al., 2017, p. 5).
Numerous intervention programs have been implemented to enhance teacher performance
and reduce burnout symptoms. However, only a few broad categories have been extensively researched
to validate their eectiveness. These include mentoring programs for new teachers, training on
appropriate social skills curriculum, strategies for managing dicult behaviors, and general in-
service training on addressing student behaviors (Bataineh & Alsagheer, 2012; De Stasio et al.,2017;
Grayson & Alvarez, 2008).
Preventing emotional burnout syndrome requires a comprehensive approach that encompasses
both psychological and non-psychological interventions. According to N.E. Vodopyanova, prevention
should be carried out in several stages.
Firstly, teachers should be educated about the signs of burnout syndrome, which will not
only help them recognize potential symptoms but also make them feel heard and understood. This
will help alleviate feelings of loneliness and help them understand that burnout is caused by various
objective factors related to the nature of their work.
Secondly, teachers should acknowledge that they can make mistakes in their professional
activities. Before discussing these issues, it is benecial to introduce teachers to the concept of
psychosomatics, the characteristics of psychosomatic diseases, and the link between emotional well-
being and physical health.
Lastly, it is crucial to allocate time to gather resources for change. This long-term stage’s
success depends on the educational institution’s administration understanding its importance.
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Methodology
Design
This research aims to investigate and implement strategies to prevent teachers’ emotional
exhaustion in the Khazar district. Emotional exhaustion among teachers is a signicant issue that can
lead to burnout, reduced job performance, and ultimately impact the quality of education students
provide.
The research will focus on utilizing consultations, vacation time, and other techniques to
prevent emotional exhaustion among teachers. Consultations with mental health professionals can
provide teachers with the necessary tools and support to cope with stress and emotional challenges in
their work environment. Additionally, providing teachers with adequate vacation time and encouraging
them to rest and recharge can help prevent burnout and emotional exhaustion.
By identifying eective strategies to prevent teachers’ emotional exhaustion, this research
aims to improve the overall well-being of 53 educators in the Khazar district and ultimately enhance
the quality of education for students. Additionally, the ndings of this research can inform future
prevention eorts and support the development of policies and interventions to address emotional
exhaustion among teachers in the education sector.
Participants
A cohort of 53 dedicated teachers from High School of Khazar District actively participated
in this pivotal study. Among them, 45 were remarkable women and 13 were outstanding men. These
educators diligently completed a comprehensive survey to evaluate their emotional exhaustion levels
both before and after the implementation of crucial preventive measures. These proactive steps included
regular consultations with a mental health professional and ensuring that our esteemed teachers took
their well-deserved vacation days to rest and revitalize. The research encompassed primary school
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teachers, subject teachers, social workers, psychologists. All participants were well-informed about
the research methods and willingly gave their permission for the study to proceed.
Instruments
Several methods were used in the study. Teacher burnout is a growing issue, leading many
educators to leave their profession due to overwhelming job pressures. To avoid burnout, it’s crucial
to establish clear boundaries between work and personal life. Setting limitations on work hours, such
as refraining from checking emails after a certain time, and prioritizing personal time for rest and
renewal are essential strategies for maintaining well-being. In a previous study, the Maslach Burnout
Inventory was utilized to identify and assess teachers who were experiencing emotional exhaustion.
In this current research, the focus is on investigating the eects of specic interventions, such as
a couple of months of vacation and psychological consultations, on reducing emotional exhaustion
among teachers. The study aims to provide insights into the potential benets of these interventions
in mitigating the impact of emotional exhaustion in the teaching profession.
Results
The comprehensive analysis of burnout syndrome among 53 teachers (comprising 13
men and 40 women) at a High School situated in the Khazar district serves to shed light on the
intricate relationship between specic recommendations and the emotional exhaustion experienced
by educators. My previous study revealed that 15% of female teachers and 7.69 % of male teachers
reported experiencing high levels of emotional exhaustion, 15% of female teachers and 23.07% of male
teachers exhibited symptoms of high depersonalization, and 25% of female teachers and 15.38% of
male teachers demonstrated a high level of personal accomplishment (Mir Jalalli, N.M., 2024). These
ndings underscore the complex emotional landscape within which educators operate, emphasizing
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the potential for them to feel overwhelmed and disconnected from their work, ultimately impacting
their job satisfaction and performance.
Table 1. Indicators of emotional exhaustion before preventative work
Upon receiving these results, I promptly initiated preventative measures. I formulated
recommendations to encourage well-being, such as taking regular breaks from work, enhancing self-
regulation skills, pursuing ongoing professional development, and nurturing positive connections
with the environment. As the summer vacation approached, we arranged remote work sessions with
teachers and provided psychological consultations. Upon their return, the teachers underwent the test
again, yielding the following results:
Table 2. Indicators of emotional exhaustion after preventative work
The repeated diagnosis results indicated a positive trend in the teachers group. The results
indicate that men experienced the most signicant improvements. This suggests that taking a quality
vacation and distancing themselves from work contributed to their overall health and well-being.
Following the implementation of preventive measures, the study ndings indicated a noteworthy
decrease in emotional exhaustion levels among teachers. The consultations were particularly eective
in providing teachers with a secure and supportive environment to express their concerns and seek
After intervention
#Emotional
exhaustion
Depersonalization Personal
accomplishment
Women 7.5% 10% 12.5%
Men 0% 15.38% 7.69%
Before intervention
#Emotional
exhaustion
Depersonalization Personal
accomplishment
Women 15% 15% 25%
Men 7.69% 23.07% 15.38%
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assistance. Additionally, the provision of vacation days allowed teachers the opportunity to unwind
and revitalize, leading to a noticeable improvement in their overall mental well-being.
The results underscore the critical need to address burnout and stress among teachers,
emphasizing the importance of safeguarding their well-being and maintaining their eectiveness in
the profession. The initiatives aimed at preventing emotional exhaustion among teachers in the Khazar
District have provided valuable and comprehensive insights into potential strategies for preventing
emotional exhaustion in the future.
These ndings underscore the critical need to implement proactive measures to bolster
teachers’ mental health and well-being. Equipping teachers with the necessary resources and
unwavering support can cultivate a positive work environment, fostering job satisfaction and mitigating
burnout. Regular consultations with mental health professionals can empower teachers to eectively
manage stress and address underlying issues contributing to emotional exhaustion. Furthermore,
providing teachers with well-deserved vacations can oer them a vital respite from their demanding
roles, enabling them to rejuvenate and return refreshed.
Discussion
Teacher burnout is a growing issue, leading many educators to leave their profession due
to overwhelming job pressures. To avoid burnout, it’s crucial to establish clear boundaries between
work and personal life. Setting limitations on work hours, such as refraining from checking emails
after a certain time, and prioritizing personal time for rest and renewal are essential strategies for
maintaining well-being. In order to maintain physical and emotional well-being and avoid burnout,
prioritizing self-care is crucial. Teachers must carve out time for activities that bring them joy and
relaxation, even though it may be challenging. Similarly, principals and head teachers need to actively
foster a sense of community and support among sta to prevent burnout. Engaging in collaborative
projects, sharing ideas and resources, and seeking advice and input from peers are all ways to fortify
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a professional network.
Ensuring that daily work is captivating and stimulating is crucial for avoiding burnout.
For example, integrating new technologies into classroom lessons, experimenting with alternative
teaching approaches, and devising innovative methods to actively engage and captivate students.
To maintain focus and prevent feeling overwhelmed, educators should regularly reect on
their work and prioritize tasks. This entails maintaining a sense of control and accomplishment,
assessing progress, setting achievable objectives, and breaking down projects into manageable tasks.
Limitations and Further Research
The current study has delivered results that are in line with previous research; however, it
is crucial to address certain limitations. These limitations are a result of the selection process, which
involved a smaller number of respondents from just one school. Additionally, the data collection process
was conducted over a limited period and with a restricted number of participants. Nonetheless, the
insights gained from this study have the potential to enhance current methodologies within a specic
national-ethnic environment and cultural context. Furthermore, they provide a unique perspective on
scientic research, indicating the need for a larger sample size for future quantitative analysis.
Conclusion
Upon conclusion, the extensive research carried out in the Khazar District on the mitigation
of teachers’ emotional exhaustion has produced compelling outcomes. The study, which engaged 53
teachers, centered on the implementation of various interventions, including preventive measures,
consultations, and vacation periods. The ndings suggest that these strategies exhibit signicant
potential in improving the overall well-being and mental health of educators. Consequently, it is
expected that such interventions will contribute to cultivating a more positive and supportive work
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environment, ultimately beneting both teachers and students. It is imperative for educational
institutions to prioritize the emotional well-being of their sta and establish necessary support
systems to alleviate burnout and exhaustion. Furthermore, continued research and sustained eorts in
this domain are crucial to ensure the enduring success and eectiveness of these preventive measures.
The research results indicate that facilitating discussions and providing support for teachers
can positively impact their emotional well-being. Additionally, allowing teachers to take breaks and
recharge during vacation time can help alleviate the pressures of the profession.
Overall, the ndings suggest that integrating preventive measures, such as consultations
and vacation time, into the school environment can eectively promote teachers’ mental health and
enhance the quality of education. It is essential for educational institutions and policymakers to
prioritize the well-being of teachers to create a supportive and sustainable work environment. By
implementing these preventive measures, we can work towards creating a healthier and more resilient
teaching workforce in Khazar District and beyond.
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