An analytical team comprised of a psychologist, HR inspector, biology and English teachers decided to examine the causes of burnout and its impact on teachers well-being.

In order to study these issues, a group of researchers outlined an action plan to study the phenomenon, the appropriate methodology was chosen, theoretical material, and international practices on this issue were studied. The primary task of the research work was to identify the factors that prevent teachers from performing successfully and maintaining harmonious life-work balance. Finding these barriers might become helpful in eradicating the identified problem and find possible solutions.

A teacher has to resist the influence of the emotional burden of the modern professional environment. That is, one needs to fulfill all the requirements of the profession, while performing successfully and getting complacent with the work. The teacher's activity, subject to continuous communication, is linked to symptoms of gradual emotional fatigue and devastation, which negatively affect performing professional activities, deterioration of mental, physical, emotional well-being [1].

Defining the problem

The teaching profession is one of the most stressful. This is determined by various factors:

• high emotional involvement - emotional overload;

• inconsistency of the results with the resources invested;

• rigid time frames (a lesson, a term, a year);

• unregulated organizational aspects of pedagogical activity;

• responsibility in front of oneself, parents, administration, children, society.

The problem of stress resistance in various professional fields has attracted the attention of psychologists for a long time. There exists a number of professions in which a person begins to experience a feeling of inner emotional emptiness due to constant contacting other people. "Nothing is for a person such a strong load and such a strong test as another person" - this metaphor can be employed as the basis for the study of the psychological phenomenon - the emotional burnout syndrome [2].

There emerge various definitions of "burnout". It is generally accepted, this phenomenon is considered as a long-term stress reaction or syndrome arising from prolonged occupational stresses of moderate intensity (in the foreign literature, it is known as “burnout”) [3].

The term "Emotional burnout syndrome" was introduced into psychology by the American psychiatrist K. Fredenberger in 1974. It was manifested as increasing emotional exhaustion. The psychologist E. Morrow, studying this syndrome back in the early 1980s, came to the conclusion that the state of a person suffering from professional burnout can be compared to a slowly smoldering wiring, which sooner or later will lead to a disaster [4]. lubl2ld

According to K. Maslach, burnout at work is a syndrome of emotional exhaustion, depersonalization and a decrease in the level of personal achievement, which is often experienced by representatives of professions that require very intense interpersonal contacts.

Recent studies have not only confirmed the legitimacy of this structure, but also made it possible to expand significantly the scope of its distribution, including professions that are not related to the social sphere. Mental burnout is understood as a professional crisis associated with work in general, and not only with interpersonal relationships [5].

The research base is one of the Nazarbayev Intellectual Schools and secondary schools. 97 teachers took part in the study. The study used quantitative and qualitative methods. To achieve the most accurate possible research and verification of the conclusions, the research was triangulated – as there have been studied: first, oral and written interviews of teachers; secondly, massive online polls with questions - multiple choice of answers, open-ended questions, a scale; third, the analysis of the factual data of the personnel department; fourth, the reports from the school health service on the health status of teachers. These research tools allowed to obtain more accurate and truthful data, as well as informed conclusions, taking into account the comprehensive aspects and nuances of the teacher welfare paradigm, which subsequently affects student learning outcomes and the entire educational sphere. The combination of different methods in this study made it possible to pertain a more objective picture of the burnout phenomenon. The questionnaire used in the study comprehensively covered the activities of teachers, starting with the reasons for choosing a profession, the degree of motivation to work when applying for a job and at this time about the positive and negative aspects of the profession, about the state of health, ending with the reasons for the status of a teacher and possible quitting the profession. Out of 100% teachers there were 85% of women and 15% of men who took part in the survey, of which 23% of respondents work in state schools, 77% - in one of the Nazarbayev Intellectual Schools. In terms of age, the following distribution was formed: 38% - 41-50 years old, 33% -20-30 years old, 15% -31-40 years old, 13% - 50-60 years old. One of the key questions concerned the motivation for choosing a profession. It is important to note that in the first place in terms of the number of answers was the option “desire to work with children” - 30%, “vocation, desire to work with children” - 23%, “opportunity to develop creatively” - 37%. The question of the degree of motivation to work showed a decrease in high motivation at the beginning of a career - on a 10-point scale, 73% assessed it at 8-10 points, but now motivation has decreased to 49%.

As of the positive aspects of the profession, 49% noted constant creative development, 27% - "I am competitive", which indicates the confidence of the qualification level, 20.3% - "I am appreciated and respected at work", which emphasizes the importance of recognizing the teacher labor. The main reasons that hinder the effective performance of the work teachers mentioned: 37% - a large teaching load, 63% of the respondents noted the implementation of additional reports, meetings, long working hours, etc. At the same time, many problematic points were identified during the survey. To the question "Do you want to leave the profession?" 55% answered negatively, which confirms loyalty to the duty and love for the profession, despite the difficulties. But at the same time, 24% “think about leaving the profession,” which indicates dissatisfaction with the profession. When it comes to the possible reasons for leaving the profession 33.9% indicated - “inability to pay attention to the family,” which of course is directly related to the fact that the teacher continues to prepare for lessons at home. 21.4% cited health problems as the reason for leaving the profession, and 14.3% each - the inability to pay attention to oneself. The authors of the methodology (questionnaire) are American psychologists, K. Maslach and S. Jackson. The questionnaire is aimed to measure the degree of burnout in professions of the "person-to-person" type.K. Maslach and S. Jackson identified three main components of professional burnout: emotional exhaustion - the presence of a feeling of emotional exhaustion and fatigue from work; depersonalization - a cynical attitude towards work and the objects of one's labor; reduction of professional achievements - the emergence of a feeling of incompetence as a specialist and the awareness of failure in the chosen profession.

Китаев-Смык Л.А. Психология стресса. Москва, Наука, 1983 г., 368 с. 2. Рогинская Т.И. Синдром выгорания в социальных профессиях. Психологический журнал 2002 г. №3, с.85-95 3. Форманиюк Т.В. Синдром «эмоционального сгорания как показатель профессиональной дезатаптации учителя». Журнал «Вопросы психологии», 1994 г. №3 4. Орел В.Е. «Феномен выгорания в зарубежной психологии: эмпирические исследования», Журнал практической психологии и психоанализа, 2001 г. №3 5. Методика «Диагностика профессионального выгорания» (К. Маслач, С.Джексон) https://nsportal.ru/vuz/psikhologicheskie-nauki/library/2017/06/14/metodika-diagnostika-professionalnogo-vygoraniya-k (29.10.2018 г.) 6. Водопьянова Н. Е. Синдром «психического выгорания» в коммуникативных профессиях // Психология здоровья / Под ред. Г. С. Никифорова. СПб., 2000 г. 7. Burnout questionnaire https://psihologia.biz/psihologiya-psihologiya-obschaya_693/oprosnik-vyigoranie-mbi-29930.htmlhttps://psihologia.biz/psihologiya-psihologiya-obschaya_693/oprosnik-vyigoranie-mbi-29930.html (29.10.2018 г.).