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Bulletin of Practical Psychology of Education
2025. Vol. 22, no. 4, 293–305
doi:10.17759/bppe.2025220418
ISSN: 2658-3100 (online)

Current trends in the study of teacher burnout in psychology and neurosciences

 
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Abstract

Context and relevance. At least 25% of teachers have burnout syndrome (BS), which is recognized as the main cause of personnel shortages in the teaching environment. At the same time, studies of the psychological manifestations and brain mechanisms of BS remain heterogeneous in methodology and results. The purpose of the review was to compile a description of the main directions and results of research on BS for teachers. Research questions. Theoretical models of burnout of modern teachers and its relationship with teaching experience are discussed. The main psychological characteristics of teachers are systematized, interpreted as protective in relation to BS. Methods and materials. The material for the analysis was modern foreign and domestic publications devoted to the psychological aspects of the BS problem and its brain mechanisms. Results. Modern BS studies are mainly based on the “mismatch model” and the “stress” model, in the development of which different trends have developed. Adherents of the first model prefer a psychodiagnostic arsenal, supporters of the second — methods of neuroscience. We have summarized some features of burnout among young teachers, middle-aged teachers and their elderly colleagues, found indications of the non-linearity of the connection between pedagogical experience and BS. It has been determined that modern scientists attribute a protective role in relation to BS to the emotional stability of the teacher, psychological well-being and self-efficacy. Conclusion. The analysis of trends in the study of BS by teachers makes it possible to consider the integration of neuroimaging studies with the identification of biomarkers of BS, its neuropsychological correlates and psychological (emotional, behavioral, etc.) manifestations as the main research perspective. It is also necessary to expand the experience of longitudinal studies of BS and the use of a formative experiment.

General Information

Keywords: burnout, educators, occupational stress, theoretical models of burnout, brain mechanisms of burnout, protective factors

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2025220418

Received 04.11.2025

Revised 13.11.2025

Accepted

Published

For citation: Lukovtseva, Z.V. (2025). Current trends in the study of teacher burnout in psychology and neurosciences. Bulletin of Practical Psychology of Education, 22(4), 293–305. (In Russ.). https://doi.org/10.17759/bppe.2025220418

© Lukovtseva Z.V., 2025

License: CC BY-NC 4.0

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Information About the Authors

Zoya V. Lukovtseva, Candidate of Science (Psychology), Docent, Associate Professor, Chair of Clinical and Forensic Psychology, Faculty of Legal Psychology, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-3033-498X, e-mail: sverchokk@list.ru

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