PSYCHOPROPHYLAXIS OF PROFESSIONAL BURNOUT IN EDUCATORS

Abstract

Professional burnout among educators has become a growing concern in the modern educational environment, significantly affecting both the psychological well-being of teachers and the quality of education. This article explores the concept of psychoprophylaxis as a preventive approach aimed at reducing and managing professional burnout in teachers. It highlights the main causes of burnout, including chronic stress, emotional overload, high workload, lack of professional recognition, and insufficient support from administration and society. The research focuses on identifying effective psychoprophylactic strategies that can be integrated into teachers' daily routines to enhance their emotional resilience and coping skills. These strategies include psychological counseling, time management training, mindfulness techniques, peer support programs, and regular stress assessments. Special attention is given to the importance of fostering a positive work climate, promoting self-care practices, and encouraging professional development to maintain long-term motivation and job satisfaction. The study also analyzes psychological models of burnout and their applicability in the field of education, emphasizing early detection and intervention methods. Based on empirical findings and theoretical perspectives, the article provides practical recommendations for school administrators, psychologists, and educators themselves to build a sustainable system for mental health support in educational institutions. By implementing psychoprophylactic measures, educational systems can not only improve the mental health of educators but also positively influence the learning environment and overall student success.