Professional Burnout of Secondary School Teachers under Conditions of a Terrorist Threat

Abstract

<p style="text-align: justify;"><span lang="EN-US">This study aims to clarify the methodological status of the category “activity experience”. The characteristics of professional burnout and work passion among teachers from two regions are studied: a region with an indefinitely high (yellow) level of terrorist threat and a regular region. Subjects: 29 people. Group 1: 10 people – school teachers from a region with a terrorist threat, 20% men, 80% women, average age: 49.5 years. Group 2; 19 people from a region with no terrorist threat, 16% men, 84% women, average age: 41.2 years. Methods: Questionnaire “Utrecht Work Engagement Scale” adapted by D.A. Kutuzova, Maslach Burnout Questionnaire in Russian adaptation), Mann-Whitney U-criteria for unmatched groups. Results: the yellow level of terrorist threat in the region has an impact on the work of educational organizations (some classes are held remotely, the load associated with ensuring the safety of the educational institution increases). However, no differences were found in indicators of work passion (enthusiasm, energy, involvement) between teachers in different regions. There are also no differences in overall professional burnout and indicators of emotional exhaustion and depersonalization. The reduction in professional achievements among teachers from a region with a terrorist threat is significantly lower. Conclusions: the terrorist threat that lasts for six months does not have a direct impact on professional burnout and work commitment of teachers in the region. Perhaps it corresponds to the first stage of stress (anxiety) development, when internal resources are mobilized. Teachers need psychological support to prevent the development of deeper stages of stress.</span></p>