Journal Health of Woman. 2026. 3(184): 137-147. doi: 10.15574/HW.2026.3(184).137147
Kaplinsky V. V.¹, Mikheieva L. V.², Haluziak V. M.¹, Berezyuk O. S.³, Zapukhliak I. M.^4
1Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine
²Khmelnytskyi National University, Ukraine
³Zhytomyr Ivan Franko State University, Ukraine
⁴Vasyl Stus Donetsk National University, Vinnytsia, Ukraine

For citation: Kaplinsky VV, Mikheieva LV, Haluziak VM, Berezyuk OS, Zapukhliak IM. (2026). The process of developing burnout syndrome in women working in educational institutions. Ukrainian Journal Health of Woman. 3(184): 137-147. doi: 10.15574/HW.2026.3(184).137147
Article received: Feb 01, 2026. Accepted for publication: Jun 01, 2026.

Aim – to conduct a theoretical analysis of scientific sources that characterize the process of developing burnout syndrome in women working in educational institutions.
The development of emotional burnout is individual and is determined by differences in the emotional and motivational sphere, as well as the conditions in which the professional activities of specialists in educational institutions take place. Special emphasis is placed on changing the psycho-emotional state of women working in educational institutions in the context of modern challenges in Ukraine, given the prolonged stress associated with hostilities. In teachers and lecturers of higher education institutions, the syndrome of «emotional burnout» is dominated by the formed symptoms of resistance. It is necessary to use express diagnostics of neurosis, which includes measuring somatic and mental symptoms that are present in burnout of educators (impaired vision, speech, hand tremors, complaints about the work of the heart and respiratory organs, difficulty in contacts, various fears, which are the main signs of burnout syndrome). There are physical symptoms (presence of tremors, diseases of the cardiovascular system, etc.); social symptoms (impossibility of contacts with society, feeling of isolation, misunderstanding of others, feeling of lack of support from family, friends, colleagues); emotional symptoms (presence of anxiety, fears, increased irrational anxiety, inability to concentrate).
Psychological factors that contribute to emotional burnout of pedagogical workers are – low motivation for success (or vice versa too high a level of motivation to achieve the goal), high level of motivation to protect (or vice versa very high level of motivation to avoid failures). Emotional burnout refers to a social group of symptoms (low social activity, decreased interest in leisure, hobbies, social contacts limited to work, etc.).
The authors declare no conflict of interest.
Keywords: emotional burnout syndrome, women, educational institutions, educational activities, emotional exhaustion, professional deformation, psycho-emotional state, self-regulation, stress resistance.

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