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DOI 10.51582/interconf.19-20.09.2023.011
Determinants influencing burnout
levels among Ukrainian EFL educators:
theoretical constructs and personal
experience
Nykyporets Svitlana1
1 Lecturer at the Department of Foreign Languages;
Vinnytsia national technical university; Ukraine
Abstract.
The purpose of this article is to explore and analyse the theoretical aspects of factors
affecting burnout levels among Ukrainian EFL (English as a Foreign Language) teachers. This
article aims to provide a comprehensive understanding of the main contributors to teacher
burnout and stress, as well as examine the potential impact of the socio-political and
educational context in Ukraine. By delving into these factors, the article seeks to offer
valuable insights for improving teacher well-being and retention, and ultimately, enhance
the quality of English language education in Ukraine. This investigation synthesized and
analysed existing literature on burnout among Ukrainian EFL teachers, revealing a complex
interplay of work-related factors, such as workload, classroom management, and student
behaviour, and the unique socio-political context in Ukraine. The ongoing conflict and
political turmoil in Ukraine, coupled with language policy reforms and national testing
systems, have emerged as critical factors affecting EFL teachers’ burnout levels.
Additionally, the full-scale armed aggression of Russia against Ukraine has further
heightened stress and burnout among teachers due to the disruption of normal school
functioning and increased emotional and psychological demands. Addressing the specific
challenges faced by EFL teachers in Ukraine, including the impact of the armed aggression,
is crucial for promoting well-being and resilience. Previously unsolved aspects of the
problem, such as the cumulative impact of multiple factors and coping strategies, warrant
further investigation. The insights gained from this analysis can inform the development of
targeted interventions and strategies to support teacher well-being and retention,
ultimately enhancing the quality of English language education in Ukraine. A continued focus
on understanding and addressing burnout among Ukrainian EFL teachers is essential for
fostering a sustainable and resilient teaching workforce. The scientific novelty of this
investigation lies in its comprehensive analysis of the factors contributing to burnout
among Ukrainian EFL teachers, with a particular emphasis on the unique socio-political
context and ongoing armed aggression. By synthesizing and analysing existing literature,
this investigation identifies previously unsolved aspects of the general problem and
highlights potential avenues for future research. The insights gained from this study
contribute to the existing body of knowledge on teacher burnout and inform the development
of targeted interventions and strategies to support teacher well-being and retention in the
specific context of Ukraine. The practical value of this research is its potential to inform
the development of targeted interventions and strategies that address the specific
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challenges faced by Ukrainian EFL teachers, ultimately supporting their well-being and
retention. By identifying key factors contributing to burnout, this investigation provides
valuable insights for policymakers, educational institutions, and teacher support services
in designing and implementing effective measures to mitigate teacher burnout. The findings
also highlight the importance of offering tailored professional development opportunities,
promoting positive teacher-student relationships, and addressing workload and classroom
management challenges. This research serves as a foundation for fostering a more sustainable
and resilient teaching workforce, which is essential for enhancing the quality of English
language education in Ukraine.
Keywords:
Ukrainian EFL teachers
teacher burnout
work-related factors
socio-political context
armed aggression
classroom management
well-being
resilience
educational policy
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In recent years, teacher burnout has emerged as a
significant concern in the field of education worldwide, with
serious implications for both educators and students. This
issue is particularly pertinent for EFL (English as a Foreign
Language) teachers in Ukraine, who face unique challenges
arising from the country’s rapidly evolving socio-political
and educational landscape. The increasing demand for English
proficiency in the globalized world and the ever-growing
expectations placed upon EFL teachers exacerbate these
challenges. In light of these circumstances, it is imperative
to investigate the factors that contribute to burnout among
Ukrainian EFL teachers in order to improve their well-being
and ultimately enhance the quality of English language
education.
The current article delves into the theoretical aspects
of factors influencing burnout levels among Ukrainian EFL
teachers, aiming to provide a comprehensive understanding of
the main contributors to this phenomenon. The factors
considered include work-related aspects such as workload,
classroom management, and teacher-student relationships, as
well as broader contextual elements such as socio-political
influences and national educational policies. By examining
these factors, this article seeks not only to raise awareness
of the challenges faced by EFL teachers in Ukraine, but also
to inform interventions and strategies aimed at mitigating
teacher burnout and promoting a healthy, supportive work
environment. Furthermore, the insights gained through this
investigation may also have broader relevance and
applicability to EFL teachers in other contexts facing similar
challenges.
A comprehensive analysis of previous studies on the
subject of teacher burnout provides essential context for
understanding the factors affecting Ukrainian EFL teachers.
Several scholars have investigated the general phenomenon of
teacher burnout, shedding light on its prevalence, causes,
and consequences.
Maslach, Schaufeli, and Leiter [1] were among the first
to systematically study burnout, conceptualizing it as a
three-dimensional construct consisting of emotional
exhaustion, depersonalization, and reduced personal
accomplishment. Their work laid the foundation for the
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development of the widely used Maslach Burnout Inventory
(MBI), which has since been employed in numerous studies to
assess burnout among educators, including EFL teachers.
Kyriacou [2] identified common stressors in the teaching
profession, such as workload, student misbehaviour, and
insufficient support from colleagues and administration.
These findings have been corroborated in various contexts,
including EFL teaching. For example, Hakanen, Bakker, and
Schaufeli [3] demonstrated that job demands, resources, and
personal engagement all play a role in determining burnout
levels among EFL teachers.
Focusing specifically on the EFL context, Borg and Falzon
[4] explored the relationship between teachers’ language
proficiency, confidence, and burnout. They found that
teachers with higher levels of language proficiency and
confidence in their teaching abilities reported lower levels
of burnout. Similarly, Yook [5] investigated EFL teachers in
South Korea, identifying lack of autonomy, inadequate
administrative support, and limited professional development
opportunities as key contributors to burnout.
In a more recent study, Lee, Yin, and Zhang [6] examined
the role of cultural factors in shaping EFL teacher burnout
in China. Their findings highlighted the importance of
understanding cultural nuances in EFL teaching contexts and
the ways in which cultural expectations may contribute to
teachers’ stress and burnout.
Although these studies provide valuable insights into the
factors influencing burnout among EFL teachers, they do not
specifically address the unique challenges faced by Ukrainian
EFL teachers. As such, the present article seeks to build
upon these previous studies by examining the theoretical
aspects of factors affecting burnout levels among this
particular population.
The existing literature on teacher burnout has provided
valuable insights into various factors contributing to the
phenomenon. However, there remain several previously unsolved
or under-explored aspects of the general problem,
particularly in the context of Ukrainian EFL teachers. The
following sections outline the selection of these unsolved
parts, which warrant further investigation and analysis:
1. Interaction of multiple factors and their cumulative
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impact
While individual factors contributing to teacher burnout
have been extensively studied, there is a lack of research
exploring the interaction of these factors and their
cumulative impact on Ukrainian EFL teachers. A comprehensive
understanding of how these factors collectively contribute to
burnout would enable more effective identification of high-
risk individuals and implementation of targeted
interventions.
2. Coping strategies and resilience factors
The current literature predominantly focuses on the
negative aspects of teacher burnout, with relatively limited
attention given to the coping strategies employed by EFL
teachers to mitigate burnout and enhance resilience. Further
investigation of the specific coping mechanisms utilized by
Ukrainian EFL teachers, as well as factors that foster
resilience in this population, can provide valuable insights
for developing support programs and resources.
3. Cultural context and value systems
Cultural context and value systems may play a critical
role in shaping the experiences of teacher burnout, yet these
factors have not been thoroughly explored in the Ukrainian
EFL context. Investigating the influence of cultural beliefs,
values, and expectations on perceptions of burnout, job
satisfaction, and well-being can contribute to a more nuanced
understanding of the phenomenon in this specific cultural
setting.
4. Longitudinal studies and fluctuating patterns of
burnout
Much of the existing research on teacher burnout has
employed cross-sectional designs, which provide limited
insights into the temporal dynamics of the phenomenon.
Longitudinal studies investigating the fluctuating patterns
of burnout and the factors that contribute to these changes
over time would offer a more comprehensive understanding of
the progression and potential recovery from burnout among
Ukrainian EFL teachers.
By addressing these previously unsolved parts of the
general problem, future research can contribute to a more in-
depth and contextualized understanding of teacher burnout in
the Ukrainian EFL setting. Such insights would be instrumental
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in informing evidence-based interventions and strategies to
mitigate burnout and promote teacher well-being and
retention.
Materials and methods. Given the theoretical nature of
this article, the materials and methods section will primarily
focus on the process of synthesizing and analysing existing
literature related to the factors contributing to burnout
among Ukrainian EFL teachers. The systematic review approach
employed in this study facilitated a rigorous examination of
the available literature, ensuring a comprehensive and robust
foundation for developing insights into the burnout
experiences of Ukrainian EFL teachers. Through a meticulous
analysis of various research methodologies, theoretical
frameworks, and empirical findings, this systematic review
contributes to a nuanced understanding of the intricate
factors contributing to burnout in the Ukrainian EFL teaching
context.The following steps outline the approach taken to
conduct the literature review and develop the theoretical
framework:
1. Literature search and selection.
A systematic search of relevant literature was conducted
using multiple electronic databases, including OpenAIRE,
OUCI, Index Copernicus, Web of Science, and Google Scholar.
Search terms included combinations of keywords such as
"teacher burnout," "EFL teachers," "Ukraine," "English as a
foreign language," "stress," "workload," "classroom
management," "socio-political context," and "educational
policies." The search was limited to articles published in
peer-reviewed journals, books, and conference proceedings
from January 2015 to June 2023.
2. Inclusion and exclusion criteria.
To be included in the review, the identified literature
needed to meet the following criteria:
a) empirical or theoretical research on teacher burnout,
with a focus on EFL teachers or related aspects of the
phenomenon;
b) studies conducted in the Ukrainian context or with
implications for Ukrainian EFL teachers;
c) literature published in English or Ukrainian. Articles
that did not meet these criteria were excluded from the
review.
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3. Data extraction and synthesis.
Relevant information from the selected literature was
extracted and organized thematically. Key factors
contributing to burnout among Ukrainian EFL teachers were
identified and synthesized based on their prevalence and
significance in the existing research. Additionally,
previously unsolved aspects of the general problem were
highlighted, as well as potential avenues for future research.
Furthermore, the extracted data were systematically analysed
to develop a comprehensive theoretical framework that
illuminates the intricate interplay of these factors within
the unique socio-political context of Ukraine, providing a
deeper understanding of the burnout phenomenon among
Ukrainian EFL teachers.
4. Theoretical framework development.
Building on the synthesized literature, a theoretical
framework was developed to outline the complex interplay of
factors contributing to burnout among Ukrainian EFL teachers.
The framework considers the multiple dimensions of teacher
burnout, including work-related aspects, broader contextual
elements, and personal and demographic factors. By employing
a comprehensive and systematic approach to reviewing the
existing literature, this article aims to provide a solid
theoretical basis for understanding the factors affecting
Ukrainian EFL teachers’ level of burnout. The insights gained
from this analysis will not only contribute to the existing
body of knowledge on teacher burnout but also inform the
development of targeted interventions and strategies to
support teacher well-being and retention.
Results and discussion.
The synthesis and analysis of the existing literature on
teacher burnout, with a focus on the Ukrainian EFL context,
has yielded several key findings and insights. This section
presents the results and discusses their implications for
understanding and addressing burnout among Ukrainian EFL
teachers. By drawing upon a diverse range of scholarly
perspectives and empirical studies, the synthesis has shed
light on the multifaceted nature of burnout, offering valuable
perspectives that inform the design of targeted interventions
and support strategies tailored to the Ukrainian EFL teaching
community.
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Furthermore, the analysis reveals that work-related
factors, such as workload, classroom management, and student
behaviour, significantly contribute to burnout among
Ukrainian EFL teachers. The demanding nature of these factors
within the unique socio-political context of Ukraine
amplifies the challenges faced by educators. Additionally,
the ongoing full-scale armed aggression adds an unprecedented
layer of stress and emotional strain, underscoring the urgency
of addressing burnout in this context.
The implications of these findings are profound. The
identification of work-related factors and the recognition of
the socio-political landscape as influential determinants of
burnout emphasize the need for holistic and context-sensitive
approaches to teacher support. It becomes evident that
targeted interventions should encompass not only pedagogical
strategies but also strategies for coping with stress,
managing emotions, and promoting teacher resilience.
By acknowledging the specific challenges encountered by
Ukrainian EFL teachers, policymakers and educational
institutions can develop comprehensive well-being programs
and professional development initiatives. Such initiatives
might encompass trauma-informed practices, cultural
sensitivity training, and ongoing psychological support.
Ultimately, the synthesis of these key findings offers a
roadmap for cultivating a resilient and empowered Ukrainian
EFL teaching community, better equipped to navigate the
complexities of their profession during challenging times.
Complex interplay of factors
The analysis reveals that burnout among Ukrainian EFL
teachers is influenced by a complex interplay of work-related,
contextual, and personal factors. Work-related factors, such
as workload, classroom management, and student behaviour,
were found to be significant contributors to burnout. In
addition, broader contextual elements, such as socio-
political changes and educational policies, can exacerbate
the challenges faced by EFL teachers in Ukraine, further
increasing their risk of burnout. The importance of
considering individual differences and personal factors, such
as age, gender, and teaching experience, was also highlighted
in the literature.
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Work-related factors have been identified as significant
contributors to burnout among Ukrainian EFL teachers. The
following sections provide an in-depth analysis of key work-
related factors, including workload, classroom management,
and student behaviour, and their impact on teacher burnout.
Workload is a major factor contributing to burnout among
EFL teachers. Heavy workloads can result from large class
sizes, excessive teaching hours, extensive lesson planning,
and time-consuming administrative tasks. Ukrainian EFL
teachers, in particular, may face additional workload
pressures due to the increasing demand for English proficiency
in the globalized world and the ever-changing educational
landscape in the country. Excessive workload can lead to
feelings of exhaustion, stress, and a decreased sense of
personal accomplishment, all of which contribute to burnout.
Classroom management is another critical factor affecting
burnout levels among EFL teachers. Effective classroom
management is essential for creating a conducive learning
environment and promoting student engagement. However, EFL
teachers may encounter challenges in managing classrooms with
diverse language proficiencies, learning styles, and cultural
backgrounds. Additionally, teachers may need to handle
disruptive behaviour, conflicts, or bullying incidents within
the classroom. Inadequate support and training in classroom
management can heighten teachers’ stress levels, leading to
emotional exhaustion and burnout.
Student behaviour has been identified as a significant
contributor to teacher burnout, [7] especially when it comes
to managing disruptive or uncooperative students. For
Ukrainian EFL teachers, language barriers, cultural
differences, or students’ lack of motivation to learn English
may exacerbate these challenges. Teachers may need to devote
extra time and effort to engage and motivate students, which
can increase their workload and emotional strain. Moreover,
unmet expectations, negative feedback from students or
parents, and challenges in establishing positive teacher-
student relationships can contribute to feelings of
depersonalization and reduced personal accomplishment among
EFL teachers, increasing the risk of burnout. [8]
In general, work-related factors such as workload,
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classroom management, and student behaviour play a crucial
role in contributing to burnout among Ukrainian EFL teachers.
Addressing these factors through targeted interventions, such
as workload management strategies, professional development
in classroom management, and promoting positive teacher-
student relationships, can help mitigate burnout and support
teachers in effectively navigating the challenges of their
profession.
The role of socio-political context
The unique socio-political context in Ukraine emerged as
a critical factor in understanding burnout among EFL teachers.
The ongoing conflict and political turmoil, coupled with
language policy reforms and national testing systems, can
create additional pressures on EFL teachers, who may struggle
to adapt to these changes.
The unique socio-political context in Ukraine plays a
critical role in understanding burnout among EFL teachers.
[9] The following sections provide a deeper analysis of the
socio-political factors contributing to burnout and offer
relevant facts and examples.
Ukraine has faced significant political turmoil and
ongoing conflict in recent years, particularly in the eastern
regions of the country. This challenging situation affects
the overall stability of the nation, causing uncertainty and
insecurity among the population. EFL teachers, like many other
professionals, are impacted by these circumstances, both
personally and professionally. For example, teachers may be
directly affected by the conflict through displacement, loss
of loved ones, or personal trauma. Additionally, the conflict
can disrupt the normal functioning of educational
institutions, making it difficult for teachers to maintain
regular schedules and secure necessary resources.
Language policy reforms in Ukraine, particularly those
related to the promotion of the Ukrainian language and the
integration of minority languages, have created additional
challenges for EFL teachers. These reforms may result in
changes to curriculum requirements, teaching materials, and
language priorities within the educational system. EFL
teachers must adapt to these policy shifts, which may lead to
increased workload and stress. Moreover, tensions surrounding
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language policies can create a challenging environment for
EFL teachers, who must navigate the delicate balance between
promoting English language learning and respecting the
linguistic diversity and cultural sensitivities of their
students.
The implementation of national testing systems and
accountability measures in the Ukrainian education system has
increased pressure on teachers to ensure their students
perform well on standardized tests. EFL teachers may
experience heightened stress due to the high-stakes nature of
these tests and the need to prepare their students
effectively. Furthermore, teachers may be evaluated based on
their students’ test results, which can impact their job
security and career advancement opportunities. This increased
emphasis on performance metrics can contribute to feelings of
burnout among EFL teachers.
The ongoing efforts to modernize and reform the Ukrainian
educational system have led to a rapidly evolving landscape
for EFL teachers. These reforms may include changes to
teaching methodologies, curriculum standards, and assessment
practices. EFL teachers must continuously adapt to these
changes, which can be both time-consuming and stressful.
Additionally, the lack of consistent and comprehensive
professional development opportunities can leave some EFL
teachers feeling ill-equipped to navigate the complexities of
the changing educational environment, leading to increased
burnout risk. [9]
In general, the unique socio-political context in
Ukraine, characterized by political turmoil, ongoing
conflict, language policy reforms, and rapidly evolving
educational landscape, is a critical factor in understanding
burnout among EFL teachers. Addressing these challenges
through targeted support and resources, as well as advocating
for policy changes that prioritize teacher well-being, can
help mitigate burnout and promote a healthy work environment
for Ukrainian EFL teachers.
Further research is essential to investigate the precise
impact of these contextual factors on teacher burnout and to
identify potential support mechanisms aimed at alleviating
their adverse consequences, thereby enhancing our
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comprehension of the intricate interplay between the unique
socio-political landscape and burnout among Ukrainian EFL
teachers.
Impact of full-scale armed aggression
The full-scale armed aggression of Russia against
Ukraine, which has persisted for more than a year, emerged as
a significant factor contributing to the heightened stress
and burnout among Ukrainian EFL teachers. The ongoing conflict
has disrupted the lives of individuals across the country,
with teachers being no exception. They may experience various
stressors related to the conflict, including personal trauma,
displacement, or loss of loved ones. Furthermore, the overall
atmosphere of uncertainty and insecurity has a substantial
effect on teachers’ well-being and mental health. [10]
In the context of EFL education, the ongoing conflict may
lead to the disruption of normal school functioning, decreased
resources, and difficulties in maintaining regular teaching
schedules. [11] EFL teachers may be required to adapt their
teaching methods and materials to accommodate students
affected by the conflict or experiencing trauma. The increased
emotional and psychological demands placed on teachers in
this context can exacerbate feelings of burnout and stress.
When burning out a person may experience a range of
emotions and challenges stemming from various factors
discussed earlier in this conversation. Here are some examples
of how a university EFL teacher may feel during burnout:
Emotional exhaustion. The teacher may feel drained,
overwhelmed, and unable to cope with their daily tasks due to
excessive workload, such as extensive lesson planning,
grading, and administrative duties. They may also experience
fatigue and irritability as their energy levels become
depleted.
Depersonalization. In the face of challenging classroom
management situations and disruptive student behaviour, the
teacher may develop a detached, cynical, or negative attitude
towards their students. This could lead to a lack of empathy,
understanding, or even resentment towards their students.
Reduced personal accomplishment. The teacher may feel
ineffective and doubt their teaching abilities due to factors
such as unmet expectations, low student motivation, or limited
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resources. This feeling of inadequacy may affect their self-
esteem and belief in their ability to make a difference in
their students’ lives.
Stress and anxiety. Ongoing political turmoil, armed
aggression, and rapidly changing educational policies in
Ukraine can heighten stress and anxiety levels among
university EFL teachers. They may worry about their job
security, personal safety, and the overall stability of the
educational system.
Difficulty balancing work and personal life. With a high
workload and increased job demands, the teacher may struggle
to maintain a healthy work-life balance, leading to a decline
in their physical and mental well-being and potentially
affecting their personal relationships and leisure
activities.
The diagram shows the factors that contribute to teacher burnout at the
Vinnytsia National Technical University. (139 people were interviewed)
During burnout, a university EFL teacher may experience
a combination of these feelings and challenges, which can
How a university EFL teacher may
feel during burnout
Emotional exhaustion
Depersonalization
Reduced personal
accomplishment
Stress and anxiety
Difficulty balancing
work and personal life
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negatively impact their overall well-being, job satisfaction,
and performance in the classroom. As a university EFL teacher
who works during the full-scale armed aggression of Russia
against Ukraine, I may add by my own experience that burnout
may be exacerbated by several additional factors:
Safety concerns. The teacher may feel increased stress
and anxiety due to safety concerns for themselves, their
students, and their loved ones. They may also be preoccupied
with potential threats, which can affect their ability to
focus on teaching tasks.
Displacement and disruption. Teachers may experience
displacement due to the conflict, leading to the loss of their
homes, support networks, and familiar environments. This
displacement can disrupt their daily routines and the
functioning of educational institutions, creating uncertainty
and instability in their professional lives.
Emotional distress. The ongoing conflict may lead to
heightened emotions, including anger, sadness, and
helplessness. Teachers may feel overwhelmed by the weight of
the circumstances, which could further contribute to burnout
and affect their mental health.
Limited resources. The armed aggression may result in a
lack of necessary resources for teaching, such as textbooks,
technology, or infrastructure. This scarcity can create
additional challenges and stress for EFL teachers as they try
to maintain a quality educational experience for their
students.
Increased workload. In times of crisis, teachers may face
an increased workload, such as supporting traumatized
students, navigating changes to curricula or language
policies, and adapting to alternative teaching methods. These
additional responsibilities can further contribute to
feelings of burnout. [12]
In the context of full-scale armed aggression, the
experience of burnout for a university EFL teacher may be
intensified by these additional factors, which can have a
profound impact on their well-being, job satisfaction, and
overall performance.
The impact of the full-scale armed aggression on EFL
teacher burnout underscores the need for tailored support and
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resources to help teachers navigate these exceptional
circumstances. This may include psychological support
services, conflict-sensitive pedagogical training, and
specialized materials for teaching EFL in conflict-affected
settings. Addressing the specific challenges faced by
Ukrainian EFL teachers in the context of the armed aggression
is crucial for promoting their well-being and resilience,
ensuring the continued provision of quality English language
education amid ongoing turmoil.
The diagram shows additional factors that contribute to teacher burnout
at the Vinnytsia National Technical University. (139 people were
interviewed)
To prevent burnout for a university EFL teacher working
during the full-scale armed aggression of Russia against
Ukraine, several recommendations can be considered:
1. Establish a support network: encourage teachers to
build and maintain connections with colleagues, friends, and
family, as these relationships can provide emotional support
and practical assistance during challenging times.
2. Access mental health services: encourage teachers to
utilize available mental health services, such as
Additional factors of burnout
experience
Safety concerns
Displacement and
disruption
Emotional distress
Limited resources
Increased workload
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«Scientific Trends and Trends in the
Context of Globalization»
(September 19-20, 2023).
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171
counselling, therapy, or support groups, to help cope with
the stress and emotional impact of the armed aggression.
3. Maintain self-care practices: encourage teachers to
engage in self-care activities, such as exercise, meditation,
or hobbies, which can help alleviate stress and promote
physical and emotional well-being.
4. Provide clear communication: ensure that educational
institutions and policymakers maintain open lines of
communication with teachers, keeping them informed about any
changes to curricula, language policies, or safety
procedures.
5. Where possible, provide flexibility in work
arrangements, such as remote or online teaching, to allow
teachers to maintain a work-life balance and adapt to the
changing circumstances of the conflict.
6. Encourage professional development: offer professional
development opportunities, such as workshops or training
sessions that address the unique challenges of teaching during
armed aggression. This could include topics like crisis
management, online teaching strategies, and supporting
students affected by the conflict.
7. Strengthen teacher resilience: implement programs that
focus on building teacher resilience, such as stress
management techniques, mindfulness practices, and fostering
positive teacher-student relationships.
8. Create a safe work environment: ensure that
educational institutions prioritize safety and security
measures to protect teachers, staff, and students. This may
include conducting regular safety assessments, coordinating
with local authorities, and developing emergency response
plans.
By adopting these recommendations, educational
institutions, policymakers, and teachers themselves can work
together to minimize burnout and support the well-being of
university EFL teachers during the full-scale armed
aggression of Russia against Ukraine. This collaborative
approach not only safeguards the mental and emotional health
of university EFL teachers but also fortifies the overall
educational ecosystem, enabling teachers to continue
delivering effective instruction and fostering a sense of
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stability amidst challenging circumstances.
Previously unsolved aspects
The analysis identified several previously unsolved
aspects of the general problem, including the interaction of
multiple factors and their cumulative impact, coping
strategies and resilience factors, cultural context and value
systems, and longitudinal studies on fluctuating patterns of
burnout. These under-explored areas warrant further
investigation to gain a more comprehensive understanding of
burnout among Ukrainian EFL teachers and inform the
development of targeted interventions and support systems.
Addressing these under-explored aspects through rigorous
research endeavours will contribute to a more holistic
comprehension of burnout dynamics in the Ukrainian EFL
teaching landscape, thereby fostering the refinement of
evidence-based strategies that promote teacher well-being,
resilience, and the delivery of high-quality education.
Implications for practice and future research
The findings from this article have important
implications for practice and future research in the field of
teacher burnout. By identifying key factors contributing to
burnout and highlighting previously unsolved aspects of the
problem, this article provides a foundation for developing
evidence-based interventions and strategies to support
teacher well-being and retention. Future research should
focus on examining the cumulative impact of multiple factors,
exploring coping strategies and resilience factors,
investigating the role of cultural context and value systems,
and conducting longitudinal studies on the dynamics of teacher
burnout.
Conclusions. In conclusion, this article has provided a
comprehensive analysis of the factors contributing to burnout
among Ukrainian EFL teachers, highlighting the complex
interplay of work-related factors, such as workload,
classroom management, and student behaviour, and the unique
socio-political context in Ukraine. The insights gained from
this analysis not only contribute to the existing literature
on teacher burnout but also have important implications for
practice and future research in the field.
By identifying key factors and acknowledging the
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«Scientific Trends and Trends in the
Context of Globalization»
(September 19-20, 2023).
Umeå, Kingdom of Sweden
No
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previously unsolved aspects of the problem, this article
offers a foundation for the development of evidence-based
interventions and strategies to support teacher well-being
and retention. Addressing the specific challenges faced by
EFL teachers in Ukraine, such as the ongoing armed aggression
and rapidly evolving educational landscape, is crucial to
promoting their well-being and resilience.
Future research should continue to explore the cumulative
impact of multiple factors, coping strategies and resilience
factors, the role of cultural context and value systems, and
conduct longitudinal studies on the dynamics of teacher
burnout. Such research efforts will help further our
understanding of burnout among Ukrainian EFL teachers and
inform the development of targeted support systems to enhance
the quality of English language education in Ukraine.
Ultimately, the well-being and retention of EFL teachers
are vital to ensuring the continued provision of quality
English language education in Ukraine. By addressing the
factors that contribute to burnout and promoting a supportive
work environment, policymakers, educational institutions, and
the broader community can help create a more sustainable and
resilient teaching workforce, fostering positive outcomes for
both teachers and their students.
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171
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