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Psychological Science and Education
2008. Vol. 13, no. 2, 87–95
ISSN: 1814-2052 / 2311-7273 (online)

Burnout Syndrome in Teachers: Coping Strategies

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N.S. Prjazhnikov, E.G. Ozhogova

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Abstract

This paper aims at exploring mechanisms and main causes of workrelated stresses and burnout syndrome (emotional exhaustion) in teachers and describes main strategies of coping with stress-provoking situations. The sample included 140 elementary school teachers from six Omsk schools. The following methods were used in the study: 1) Boyko Emotional Burnout Test 2) Maslach Burnout Inventory (MBI) 3) Professional stressors and coping strategies table (based upon the criteria developed by V. I. Zhuravlev. Research findings revealed the main groups of stressors (it was found that chronic work-related stress is provoked chiefly by low wages and conflicts with colleagues and parents) and indicated a limited number of burnout syndrome coping strategies in teachers, which, in turn, provokes 'professional destructions'.

General Information

Keywords: burnout syndrome, work-related stresses, stress factors, coping strategies

Journal rubric: Educational Psychology

For citation: Prjazhnikov, N.S., Ozhogova, E.G. (2008). Burnout Syndrome in Teachers: Coping Strategies. Psychological Science and Education, 13(2), 87–95. (In Russ.). URL: https://psyjournals.ru/en/journals/pse/archive/2008_n2/Pryajnikov_Ojogova (viewed: 18.05.2025)

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Information About the Authors

Nikolay S. Prjazhnikov, Doctor of Education, professor Department of Developmental Psychology, Faculty of Psychology, Lomonosov Moscow State University, Professor of the Department of Educational Psychology, Faculty of Educational Psychology, Moscow State University of Psychology and Education, Member of the editorial board of the journal "Psychological Science and Education"Professor of the Department of Psychology and Human Capital Management of the Financial University under the Government of the Russian Federation; Professor of the Faculty of Psychology of the Moscow University of Psychology and Social (MPSU), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-9909-7372

Elena G. Ozhogova, Candidate of Science (Psychology), Associate Professor, Department of Pedagogy and Psychology of Childhood, School of Primary, Preschool and Special Education, Omsk State University of Education, Omsk, Russian Federation, ORCID: https://orcid.org/0000-0002-5176-5965, e-mail: oeg80@yandex.ru

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