Burnout syndrome among higher education instructors as a consequence of distance learning

Authors

DOI:

https://doi.org/10.15587/2519-4984.2025.332087

Keywords:

burnout, distance learning, teachers, exhaustion, depersonalization, support, stress, adaptation, health

Abstract

The article examines the issue of burnout syndrome among higher education instructors in the context of distance learning. With the transition to online teaching during the COVID-19 pandemic and the martial law in Ukraine, many educators faced increased levels of stress and emotional exhaustion. The aim of the study is to identify the main factors contributing to the development of burnout syndrome among higher education instructors during distance learning and to develop recommendations for its prevention. The article analyzes current scientific approaches to defining and measuring professional burnout, particularly the methods of C. Maslach and S. Jackson. The impact of distance learning on the emotional state of instructors is considered, including difficulties in establishing emotional contact with students, increased workload due to the need to master new technologies and adapt teaching materials to the online format. Based on a survey using the MBI-ES, 65% of the respondents demonstrated high levels of emotional exhaustion, 45% reported loss of motivation, and 53% indicated a lack of psychological recovery. Symptoms included chronic fatigue, insomnia, irritability, apathy, and detachment from students. Burnout levels were especially high among lecturers with less than five years of experience in distance education and those who lacked administrative support. The main contributing factors were identified as work overload, social isolation, and insufficient technical support. Depersonalization reached 53%, negatively affecting educational quality and student engagement. Only 20% of the respondents maintained or improved their professional efficiency during online teaching. Moreover, 75% reported the absence of psychological support or professional development programs. Special attention is given to the analysis of studies indicating high levels of emotional exhaustion and depersonalization among instructors working remotely. A set of measures is proposed for the prevention and overcoming of burnout syndrome, including the organization of psychological support, professional development, and the implementation of flexible work schedules. The importance of creating a favorable working environment and support from educational institution administrations to maintain the mental health of instructors in the context of distance learning is emphasized. The article also identifies promising directions for further research, including the development of early diagnostic indicators of burnout, ongoing analysis of educational systems in different countries, and assessment of the role of institutional leadership in reducing stress among educators. The scope of the study is limited by the selection of respondents, its focus on only one phase of the pandemic, and the regional characteristics of the Ukrainian public education system, which calls for caution when generalizing the results

Author Biography

Svitlana Kyrychenko, Admiral Makarov National University of Shipbuilding

PhD, Associate Professor
Department of Languge Studies

References

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Published

2025-05-30

How to Cite

Kyrychenko, S. (2025). Burnout syndrome among higher education instructors as a consequence of distance learning. ScienceRise: Pedagogical Education, (2 (63), 26–30. https://doi.org/10.15587/2519-4984.2025.332087

Issue

No. 2 (63) (2025)

Section

Pedagogical Education

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Copyright (c) 2025 Svitlana Kyrychenko

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