Current Foreign Studies of Professional Burnout in Teachers



The article is aimed at the analysis of modern foreign publications devoted to the professional burnout of school teachers. It was shown that the vector of research by psychologists is focused at studying the current level of teacher burnout, various correlates of burnout, the impact of the consequences of the COVID-19 pandemic on this process, as well as the prophylaxis and prevention of burnout. It can be argued that the globally recognized approach to burnout is the approach of K. Maslak, and the theory that is gaining popularity in terms of which teachers’ burnout is explained as the theory of “work requirements and resources”. Based on empirical data, it can be stated that the prevalence of burnout among teachers is up to 30%, and the average percentage of high burnout is about 10%. One of the most significant factors of burnout is thought to be the behavior of students, as well as bureaucracy. Also, the key factors influencing burnout include self-efficacy, social support, feedback from the subjects of the educational process, emotional work, lack of opportunity to learn and make decisions independently. At the same time, the inconsistency of the available empirical data is notable, which can be explained by the difference in the applied methodology and research methods. Among the methods of practical work with the phenomenon of professional burnout, there are those that are based on the practices of awareness and the cognitive-behavioral approach.

General Information

Keywords: professional burnout, teachers, secondary school, professional stress, socionomic professions

Journal rubric: Labour Psychology and Engineering Psychology

Article type: review article


Received: 17.04.2023


For citation: Kochetkov N.V., Marinova T.Y., Orlov V.A., Raskhodchikova M.N., Haymovskaya N.A. Current Foreign Studies of Professional Burnout in Teachers [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2023. Vol. 12, no. 2, pp. 43–52. DOI: 10.17759/jmfp.2023120204. (In Russ., аbstr. in Engl.)


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Information About the Authors

Nikita V. Kochetkov, PhD in Psychology, Associate Professor in the Department of Social Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:

Tatiana Y. Marinova, PhD in Biology, Associate Professor, Dean of the Faculty of Social Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID:, e-mail:

Vladimir A. Orlov, PhD in Psychology, Associate Professor in the Department of Social Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:

Marina N. Raskhodchikova, PhD in Psychology, Associate Professor, Chair of Theoretical Foundations of Social Psychology, Faculty of Social Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID:, e-mail:

N. A. Haymovskaya, PhD in Psychology, Associate Professor of the Department of Theoretical Foundations of Social Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:



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