Factors of the Development of Emotional Burnout in the Teaching Environment: Analysis of Current Trends and Search for Solutions

Abstract

High demands on teachers, intensification of labor, and growing paper work have led to the widespread prevalence of emotional burnout (EB) in the educational environment. However, the problem lies in the insufficient systematization of the latest data on the factors and prevalence of EB, as well as in the lack of a comprehensive analysis that combines Russian and international studies from 2024–2025. The research aims to conduct a systematic analysis of teacher burnout factors, assess the scope of the problem, and justify the prevention strategies. The methods include secondary analysis of empirical stud-ies, content analysis, comparative and synthesizing approaches; 23 sources (19 Russian, 4 international) from 2023–2025 were processed. The results show that the prevalence of EB reaches 40–60 % of teachers, with a noted “rejuvenation” of burnout. The leading factors are overload (49 hours/week), low pay, student behavioral problems, external locus of control, and perfectionism. Social support, development of psychological capital, and on-site rapid training interventions are recognized as effective interventions. The novelty of the work lies in the fact that for the first time in a single review, data from Ural State Pedagogical Uni-versity (2024), RAND Corporation (2025), Prodigy Education (2025), and others are compared, the phenomenon of “rejuvenation” of burnout is identified, and a discrepancy between objective working conditions and the perception of the profession's prestige in Russian society is demonstrated. The materials can be used to develop burnout prevention programs, adjust teacher workload regulations, and enhance the social status of the teacher.