GENDER ASPECTS OF THE PERCEPTION AND EXPERIENCE OF PROFESSIONAL BURNOUT AMONG TEACHERS: A HISTORICAL-COMPARATIVE STUDY

The article presents a historical and comparative analysis of gender aspects of teachers’ professional burnout from the 19th century to the present day. The transformation of theoretical ideas about burnout in the context of feminisation of pedagogical profession, evolution of scientific approaches from biodeterministic to socio-cultural models, specifics of manifestation and risk factors of burnout in teachers of different genders are studied. Special attention is paid to the analysis of historical forms of structural discrimination and their influence on professional burnout. Stable gender differences in symptomatology are revealed: predominance of emotional exhaustion in women and depersonalisation in men. On the basis of historical and theoretical analysis, the authors substantiate the necessity of intersectional approach to burnout prevention, which takes into account the mutual influence of gender, professional and sociocultural factors. Recommendations for the development of gender-sensitive programmes for the prevention of professional burnout of teachers are proposed.

Keywords: professional burnout of teachers, gender aspects, feminisation of the teaching profession, emotional exhaustion, depersonalisation, historical-comparative analysis, structural discrimination, gender stereotypes, coping strategies, burnout prevention