IMPACT OF MARTIAL LAW ON THE LEVEL OF PROFESSIONAL BURNOUT OF UNIVERSITY TEACHERS: ANALYSIS OF CHALLENGES AND ADAPTATION MECHANISMS

Abstract

The article analyses the challenges faced by the academic community under martial law and identifies adaptation mechanisms that help support the professional activity and psychological stability of teachers. In the current conditions of war, the educational sector has undergone significant changes that have affected the organisation of the educational process, the emotional state of teachers and the overall productivity of their work. In particular, teachers of higher education institutions have found themselves in a situation of constant stress due to the danger, the requirement to quickly master new technologies, the need to adapt to distance learning and the aggravation of socio-economic problems.

The study is based on the Maslach Burnout Inventory, which allows assessing the level of professional burnout by three main components: emotional exhaustion, depersonalisation and reduction of personal achievements. A survey of 211 university teachers revealed that 45% of respondents have a high level of emotional exhaustion, 30% face depersonalisation, and 40% experience a decrease in confidence in their own professional abilities. The analysis also showed that women teachers are more likely to experience emotional fatigue, while men are more likely to demonstrate a tendency to professional cynicism.

The article discusses the main adaptation mechanisms that teachers use to overcome stress and professional burnout. These include peer support, development of digital competencies, and the use of stress management techniques such as meditation, exercise, and relaxation practices. At the same time, the authors emphasise that even effective adaptation strategies have limited impact if the crisis situation lasts for a long time.

Particular attention is paid to the development of support programmes for teachers in crisis. A number of measures have been proposed, including the creation of a psychologically safe environment, the organisation of stress management trainings, the introduction of mutual assistance programmes among colleagues, as well as material and technical support. The proposed recommendations are aimed at reducing the level of professional burnout, increasing psychological stability and efficiency of teaching activities.

The study is of practical value for educational institutions, university administrations and government agencies responsible for supporting teachers. The authors emphasise the need to implement a systematic approach to supporting teachers, especially in crisis situations. Further research could include an analysis of the regional peculiarities of the impact of martial law on teacher burnout, as well as a study of the long-term dynamics of adaptation and the effectiveness of the proposed support programmes.