The relevance of this study is related to the importance of supporting teachers in an unstable environment. According to various studies, including reports from the World Health Organization, the level of occupational burnout has become a global problem. In an unstable external environment, such as the COVID-19 pandemic, economic crises, and global disasters, many teachers face increased demands and stress, which leads to a decrease in their professional effectiveness and a deterioration in their mental and emotional state. Professional burnout of teachers negatively affects not only them, but also the educational process. Research shows that emotionally exhausted teachers are less motivated and effective in teaching, which leads to lower student academic performance. Improving the psycho-emotional state of teachers can not only increase their professional satisfaction, but also directly strengthen the educational outcomes of students. In international educational systems such as the OECD, it is noted that problems related to teacher burnout are observed in different countries. This highlights the need to develop universal recommendations for reducing stress and maintaining mental and emotional health, which will make this issue relevant on a global level. The need for an integrated approach to solving this problem is becoming more and more obvious, given the variety of factors affecting the well-being of teachers. Thus, the study is relevant both for individual countries and for the entire global community.

The scientific basis of the study is research aimed at the relationship between the well-being of teachers and their professional effectiveness. Most studies emphasize the importance of the psycho-emotional state of teachers for their ability to influence students. A study by Maslach and Leiter (2016) showed that teachers who are aware of the importance of self-care and pay attention to their own well-being become more effective in their profession. They are able to create a supportive environment for students, which in turn facilitates their learning. According to studies conducted in different countries (Schaufeli and Bakker (2004)), it has been revealed that factors contributing to burnout include high workload, lack of support, and lack of resources. These circumstances lead to physical and emotional exhaustion of teachers, which dramatically reduces their ability to take care of their students. Also, the studies mentioned in the works of Jennings and Greenberg (2009) emphasize the need to introduce programs for professional development and support for the well-being of teachers. These programs may include trainings on stress management and energy conservation, which will allow teachers not only to take care of their psycho-emotional state, but also to support the well-being of their students.

Hypothesis: "Teachers who actively take care of their physical and mental health demonstrate a higher level of professional effectiveness and emotional support, which, in turn, has a positive effect on their students' learning motivation and academic performance."

The purpose of this study is to identify and analyze the relationship between teachers' concern for their own well-being and their ability to effectively take care of their students. The research aims to identify the causes of energy loss during working hours that contribute to professional burnout of teachers, as well as to develop recommendations for improving their psycho-emotional state, which, in turn, can have a positive impact on the learning process and the development of students.

Tasks:

- Study of advanced foreign and domestic experience in the development of human personal potential and energy conservation;

- Development of a diary of observations of the emotional state and other documents for the test takers;

- Conducting an experiment on the "Sourceful Teacher" project;

- Preparation of practical recommendations based on the results of the study.

As part of the research on the Resource Teacher project, volunteers from each methodological association in the experimental group were invited to the experiment. The qualitative composition of the subjects consisted of teachers of different ages (from 25 to 54 years old), different genders, teaching experience (from 3 to 27 years old), different marital status, and different academic disciplines. The anonymity and confidentiality of the collected data were guaranteed. The results of the study were used exclusively for scientific purposes. The study used a mixed approach that combines quantitative and qualitative methods to gain a deeper understanding of the causes of energy loss and professional burnout among teachers. This will allow not only to collect statistical data, but also to study in detail the subjective experiences of teachers. To ensure the representativeness of the sample, teachers with different work experience were included in the composition, which made it possible to identify various factors affecting professional burnout, depending on length of service and work specifics. A proven tool was used, such as the Maslakh Burnout Assessment Method (MBI), which measured levels of emotional burnout, depersonalization, and reduced personal effectiveness. The psychoemotional state questionnaire also included questions about teachers' self-assessment, stress levels, job satisfaction, and general working conditions. Interviews were conducted with teachers to deeply explore their personal experiences, perceptions of the causes of burnout and ways to maintain a psychoemotional state. The interviews were recorded and then transcribed for detailed analysis. The data collected through the questionnaires will be analyzed using statistical methods. A correlation will be made between the levels of professional burnout and their psycho-emotional state. SPSS or similar software was used for the analysis. Interviews and focus groups will be analyzed using content analysis to identify recurring themes and patterns in participants' responses. A series of coaching sessions were conducted for the subjects and recommendations were given based on leading scientifically proven practices.: -How to start a successful morning"; -"Affirmations for a new day"; -"Layout and design of the day"; -Goals and intentions of the day, consideration of external forces in planning"; -Watching your energy: what actions drain your energy, what actions replenish it"; -"Proper nutrition to conserve your energy"; -Working with the subconscious mind for positive thinking"; -"Healthy sleep and physical activity" The subjects followed the suggested recommendations for 3 months and recorded the changes in the observation diary.

Based on the results of the study, the main sources of energy loss were identified based on data collection.: 1. Improper lifestyle: minimal physical activity, lack of sleep, uncontrolled diet, lack of vitamins and minerals; 2. Fear of missing something, background anxiety, regret about the past; 3. Unfinished business; 4. Lack of balance in all areas of life (rest-work); 5. Negative situations: with students, parents, colleagues; 6. Passions: hanging on the phone, on social media, etc. (Missed Life Syndrome) 7. Negative attitude towards the world (What can I change? What's not?) Significant ideas for controlling 4 types of energy at work were also identified based on the results of the study and discussed by the teaching staff. The results of the study show that the average energy level at the beginning of the project was 6.0 points, at the end of the project it increased by 8.14 points. The level of general well-being also increased by an average of 2.7 points. An improvement in the quality of nutrition was observed in 43%, and an improvement in the quality of sleep in 14% of the subjects. Thus, the results of the study confirm that caring for the well-being of teachers is an integral part of their professional responsibility and has a significant impact on teacher effectiveness. Our research is crucial for further understanding the relationship between teacher and student well-being and developing practical recommendations for educators.

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