TRAINING AS A MEANS OF PREVENTING PROFESSIONAL BURNOUT OF PRESCHOOL EDUCATORS

Abstract

The article addresses the issue of professional burnout among preschool educators as one of the most pressing challenges in contemporary pedagogical practice. The author analyzes scientific approaches to understanding the phenomenon of burnout in the works of foreign and domestic researchers, including C. Maslach, S. Jackson, H. Freudenberger, L. Karamushka, I. Teslenko, and others. Burnout is interpreted as a complex psycho-pedagogical syndrome that combines emotional exhaustion, depersonalization, and reduced professional achievements, encompassing both individualpsychological and socio-organizational dimensions. The study emphasizes that preschool educators are a particularly vulnerable category of teachers due to high emotional demands, multitasking, significant responsibility for children’s development, and insufficient material and social support. Theoretical models of burnout are highlighted, as well as psycho-pedagogical risk factors related to teachers’ personal characteristics and professional environment. Special attention is given to the role of training technologies in preventing professional burnout. The functions of training as a tool for developing emotional self-regulation, stress resilience, communicative competence, and professional resourcefulness of preschool educators are revealed. Methodological approaches to organizing training sessions in the system of teachers’ postgraduate education are presented, with emphasis on their interactivity, reflexivity, and connection to typical professional situations. The author argues that the targeted implementation of training programs in preschool institutions is an effective means of preventing emotional exhaustion, preserving teachers’ psychological well-being, and improving the effectiveness of the educational process.