Skip to Main Content

Extreme Psychology and Personal Safety
2026. Vol. 3, no. 1, 172–191
doi:10.17759/epps.2026030109
ISSN: 3034-3666 (online)

Motivational determinants of professional burnout among university teachers

 
Audio is AI-generated
3

, ,

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar
Metrics

Abstract

Context and Relevance. Over the past two decades, the Russian higher education system has been undergoing constant reform. The professional activities of modern teachers have become more complex due to an increased workload, multitasking requirements from management, the need to make decisions under frequent time pressure, and increased responsibility for the quality of work. A study of the determinants of professional burnout among university teachers will allow for a comprehensive analysis of the interrelationships between key factors directly affecting work performance, identify significant causes of burnout, and assess levels of emotional exhaustion, depersonalization, and the reduction of personal values. Hypothesis. An optimal motivational complex combined with a high level of meaningfulness in life reduces the risk of professional burnout. Methods and materials. Methods: K. Maslach and S. Jackson's Burnout Questionnaire adapted by N.E. Vodopyanova, the SJO test adapted by D.A. Leontiev, and K. Zamfir's Professional Motivation Questionnaire adapted by A.A. Rean. Mathematical statistical methods: correlation and variance analysis, Student's t-test, and the Mann-Whitney U-test. The study involved 59 respondents aged 25—70. All respondents are university professors in Moscow. 72.9% were women and 27.1% were men. Results. Fifty-four percent of respondents reported high or very high levels of emotional exhaustion, while 72.9% of teachers had high or very high levels of depersonalization. However, the majority of them maintained a low level of diminished personal achievement (55.9%). Statistically significant differences were found between groups with optimal and non-optimal types of motivational personality complex (MPC) and high levels of overall meaning in life across all professional burnout scales: emotional exhaustion, depersonalization, and diminished personal achievement. The study confirms a link between burnout indicators, life purpose orientations, and motivation, specifically an inverse relationship between burnout, meaning in life, and intrinsic motivation. Conclusions. Preventing professional burnout among university teachers requires a comprehensive approach, including improving working conditions, creating a supportive corporate culture, and ensuring access to professional development programs and psychological support.

General Information

Keywords: university teacher, professional burnout, motivation, prevention, psychological support

Journal rubric: Interdisciplinary Researches

Article type: scientific article

DOI: https://doi.org/10.17759/epps.2026030109

Received 05.01.2026

Revised 14.02.2026

Accepted

Published

For citation: Камнева, E.V., Trufanov, T.V., Simonova, M.M. (2026). Motivational determinants of professional burnout among university teachers. Extreme Psychology and Personal Safety, 3(1), 172–191. (In Russ.). https://doi.org/10.17759/epps.2026030109

© Камнева E.V., Trufanov T.V., Simonova M.M., 2026

License: CC BY-NC 4.0

References

  1. Блинков, А.Н., Лебединцева, О.И. (2018). Профессиональное выгорание как следствие дефицита профессиональной готовности (на основе анализа научной литературы). Акмеология. Безопасность профессиональной деятельности, 1, 27—32.
    Blinkov, A.N., Lebedintseva, O.I. (2018). Professional burnout as a consequence of a lack of professional readiness (based on the analysis of scientific literature). Safety of professional activities. 1, 27—32. (In Russ.).
  2. Богдан, Н.Н., Самсонова, Е.А. (2020). Эмоциональное выгорание у преподавателей вузов: способы выявления и предупреждения. МНИЖ, 6-2. URL: https://cyberleninka.ru/article/n/emotsionalnoe-vygoranie-u-prepodavateley-vuzov-sposoby-vyyavleniya-i-preduprezhdeniya (дата обращения: 22.02.2026).
    Bogdan, N.N., Samsonova, E.A. (2020). Emotional burnout among university teachers: methods of detection and prevention. MNIZH, 6-2. (In Russ.). URL: https://cyberleninka.ru/article/n/emotsionalnoe-vygoranie-u-prepodavateley-vuzov-sposoby-vyyavleniya-i-preduprezhdeniya (viewed: 22.02.2026).
  3. Водопьянова, Н.Е., Старченкова, Е.С. (2024). Синдром выгорания. Диагностика и профилактика: практическое пособие. 3-е изд., испр. и доп. М.: Юрайт.
    Vodopyanova, N.E., Starchenkova, E.S. (2024). Burnout syndrome. Diagnostics and prevention: a practical guide. 3rd ed., rev. and expanded. Moscow: Yurait Publishing House. (In Russ.).
  4. Герасимова, И.В., Деменчук, И.О. (2021). Синдром выгорания у преподавателей вузов в аспекте психологического отчуждения и утраты смыслов. Письма в Эмиссия. Оффлайн (The Emissia.Offline Letters): электронный научный журнал, 3, 2936. URL: http://emissia.org/offline/2021/2936.htm (дата обращения: 22.02.2026).
    Gerasimova, I.V., Demenchuk, I.O. (2021). Burnout syndrome in university teachers in the aspect of psychological alienation and loss of meaning. The Emissia. Offline Letters: electronic scientific journal, 3, 2936. (In Russ.). URL: http://emissia.org/offline/2021/2936.htm (viewed: 22.02.2026).
  5. Ефимова, Г.З., Сорокин, А.Н., Грибовский, М.В. (2021). Идеальный педагог высшей школы: личностные качества и социально-профессиональные компетенции. Образование и наука, 23(1), 202—230. https://doi.org/10.17853/1994-5639-2021-1-202-230
    Efimova, G.Z., Sorokin, A.N., Gribovsky, M.V. (2021). Ideal teacher of higher education: personal qualities and socio-professional competencies.  Education and Science, 23(1), 202—230. (In Russ.). https://doi.org/10.17853/1994-5639-2021-1-202-230
  6. Зейналов, Г.Г., Стародубцева, Л.В., Немыкина, О.И. (2018). Понятие «профессиональное выгорание» в научном измерении. Гуманитарные, социально-экономические и общественные науки, 9, 24—26.
    Zeynalov, G.G., Starodubtseva, L.V., Nemykina, O.I. (2018). The concept of “professional burnout” in the scientific dimension. Humanitarian, socio-economic and social sciences, 9, 24—26. (In Russ.).
  7. Кокоева, Р.Т., Хетагов, В.К. (2019). Профессиональные компетенции преподавателя высшей школы. Современные проблемы науки и образования, 3. https://doi.org/10.17513/spno.28800
    Kokoeva, R.T., Khetagov, V.K. (2019). Professional competencies of a higher education teacher. Modern problems of science and education, 3. (In Russ.). https://doi.org/10.17513/spno.28800
  8. Леонтьев, Д.А. Тест смысложизненных ориентаций (СЖО). 2-е изд. М.: Смысл, 2006.
    Leontiev, D.A. Test of life-meaning orientations (MLO). 2nd ed. Moscow: Smysl, 2006. (In Russ.).
  9. Миронова, О.И., Ковалевская, Е.А. (2024). Взаимосвязь профессионального выгорания и ранних дезадаптивных схем у экстремальных психологов. Психология и право, 14(2), 185—198. https://doi.org/10.17759/psylaw.2024140214
    Mironova, O.I., Kovalevskaya, E.A. (2024). The relationship of professional burnout to early maladaptive schemas in emergency psychologists. Psychology and Law, 14(2), 185—198. (In Russ.). https://doi.org/10.17759/psylaw.2024140214
  10. Никулина, И.В. (2023). Профессиональное выгорание преподавателей вуза. Известия Самарского научного центра Российской академии наук. Социальные, гуманитарные, медико-биологические науки, 25(90), 32—37. https://doi.org/10.37313/2413-9645-2023-25-90-32-37
    Nikulina, I.V. (2023). Professional burnout of university teachers. Bulletin of the Samara Scientific Center of the Russian Academy of Sciences. Social, humanitarian, medical and biological sciences, 25(90), 32—37. (In Russ.). https://doi.org/10.37313/2413-9645-2023-25-90-32-37
  11. Осин, Е.Н., Кошелева, Н.В. (2020). Тест смысложизненных ориентаций: новые данные о структуре и валидности. Вопросы психологии, 66(6), 150—163.
    Osin, E.N., Kosheleva, N.V. (2020). Test of meaning-based orientations: new data on the structure and validity. Questions of Psychology, 66(6), 150—163. (In Russ.).
  12. Пожарская, Е.Л., Камнева, Е.В., Мочалов, Е.В., Елдин, М.А. (2017). Профилактика «эмоционального выгорания» как средство сохранения здоровья преподавателей. Психология спорта, 9, 51—53.
    Pozharskaya, E.L., Kamneva, E.V., Mochalov, E.V., Eldin, M.A. (2017). Prevention of “Emotional Burnout” as a Means of Maintaining the Health of Teachers. Sport Psychology, 9, 51—53. (In Russ.).
  13. Пряжников, Н.С., Белоусов, М.В. (2023). Феномен профессионального выгорания личности специалиста в процессе профессиогенеза. Вестник Тверского государственного университета. Серия «Педагогика и психология», 3, 76—86. https://doi.org/10.26456/vtpsyped/2023.3.076
    Pryazhnikov, N.S., Belousov, M.V. (2023). The phenomenon of professional burnout of a specialist’s personality in the process of profession genesis. Bulletin of Tver State University. Series “Pedagogy and Psychology”, 3, 76—86. (In Russ.). https://doi.org/10.26456/vtpsyped/2023.3.076
  14. Реан, А.А. (1999). Психология изучения личности: учебное пособие. СПб.: Изд-во Михайлова В.А.
    Rean, A.A. (1999). Psychology of the Study of Personality: A Textbook. St. Petersburg: Mikhailov V.A. Publishing House. (In Russ.).
  15. Романова, Е.В., Пронина, Н.А. (2021). Построение эффективной модели управления стрессом в образовательном процессе у преподавателей вузов. Научно-методический электронный журнал. Педагогические науки, 4, 67.
    Romanova, E.V., Pronina, N.A. (2021). Building an effective model of stress management in the educational process for university teachers. Scientific and methodological electronic journal. Pedagogical sciences, 4, 67. (In Russ.).
  16. Самсонова, Е.А. (2022). Социологические факторы влияния образовательной среды на профессиональное выгорание преподавателей вузов. Вестник Института социологии, 13(3), 179—192. https://doi.org/10.19181/vis.2022.13.3.837
    Samsonova, E.A. (2022). Sociological factors of the influence of the educational environment on the professional burnout of university teachers. Bulletin of the Institute of Sociology, 13(3), 179—192. (In Russ.). https://doi.org/10.19181/vis.2022.13.3.837
  17. Смирнова, Е.В., Поштарева, Т.В. (2022). Исследование профессионального выгорания преподавателей. Вестник Северо-Кавказского федерального университета, 5, 219—227. https://doi.org/10.37493/2307-907X.2022.5.25
    Smirnova, E.V., Poshtareva, T.V. (2022). Study of professional burnout of teachers. Bulletin of the North Caucasus Federal University, 5, 219—227. (In Russ.). https://doi.org/10.37493/2307-907X.2022.5.25
  18. Alwaely, S.A., Jarrah, H. (2020). Occupational Burnout and its relation to Academic Staff Performance at Al Ain University, College of Education (Evaluation Study). International Journal of Cognitive Research in Science, Engineering and Education, 8(3), 19—28. https://doi.org/10.23947/2334-8496-2020-8-3-19-28
  19. Dashper, K., Fletcher, T. (2019). “Don't call me an Academic”: Professional identity and struggles for legitimacy within the vocational field of events management higher education. Journal of Hospitality, Leisure, Sport & Tourism Education, 25(2), 1—10. https://doi.org/10.1016/j.jhlste.2019.100201
  20. Gilmour, A.F., Sandilos, L.E. (2023). The Crucial Role of Administrators in Shaping Working Conditions for Teachers of Students with EBD. Journal of Emotional and Behavioral Disorders, 31(1), 109. https://doi.org/10.1177/10634266221149933
  21. Freudenberger, H.J. (1974). Staff Burn-out. Journal of Social Issues, 30, 159—165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
  22. Maslach, C. (1976). Burned-out. Human Behavior, 5(9), 16—22. https://doi.org/10.1007/BF03286725
  23. Maslach, C., Jackson, S.E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2(2), 97—113. https://doi.org/10.1002/job.4030020205
  24. Maslach, C., Leiter, M.P., Schaufeli, W.B. (2001). Job burnout. Annual review of psychology, 52, 397—422. https://doi.org/10.1146/annurev.psych.52.1.397
  25. Rocha, F.L.R., de Jesus, L.C., Marziale, M.H.P., Henriques, S.H., Marôco, J. Campos, J.A.D. (2020). Burnout syndrome in university professors and academic staff members: psychometric properties of the Copenhagen Burnout Inventory — Brazilian version. Psicologia: Reflexão e Crítica, 33:11. https://doi.org/10.1186/s41155-020-00151-y

Information About the Authors

Elena V. Камнева, Candidate of Science (Psychology), Associate Professor, Associate Professor of the Chair of Psychology and Human Capital Development, Financial University under the Government of the Russian Federation, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-6165-1339, e-mail: ekamneva@fa.ru

Timofey V. Trufanov, student of the Faculty of Social Sciences and Mass Communications, Financial University under the Government of the Russian Federation, Moscow, Russian Federation, e-mail: 225119@edu.fa.ru

Margarita M. Simonova, Candidate of Science (Sociology), Associate Professor, associate professor of the department of psychology and human capital development, Financial University under the Government of the Russian Federation, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2232-6920, e-mail: mmsimonova@fa.ru

Contribution of the authors

Elena V. Kamneva — study concept, organization.

Margarita M. Simonova — article writing.

Margarita M. Simonova, Timofey V. Trufanov — data collection, data processing.

All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

The study was conducted in accordance with the Declaration of Helsinki and approved by the Ethics Committee of the Council of the Department of Psychology and Human Capital Development of Financial University under the Government of the Russian Federation (report no. 4, 2025/11/12).

Metrics

 Web Views

Whole time: 5
Previous month: 0
Current month: 5

 PDF Downloads

Whole time: 3
Previous month: 0
Current month: 3

 Total

Whole time: 8
Previous month: 0
Current month: 8