The relevance of this topic is due to the fact that teachers, by the nature of their work involved in long-term intense communication with other people, are characterized, like other specialists of the “person-person” system, by the so-called syndrome “emotional burnout,” which manifests itself as a state of physical and mental exhaustion caused by intense interpersonal interactions when working with people, accompanied by emotional intensity and cognitive complexity. Currently, there is not enough research devoted to the study of professional deformations of teachers and, as a result, there are few recommendations for preventing personality deformations. The following psychologists worked on the problems of emotional burnout: G. Selye, R.P. Milrud, K. Maslach, V.V. Boyko, D. Trunov, V.E. Orel, L.M. Mitina, N. V. Kuzmina, V. P. Zinchenko, B. F. Lomov, V. A. Ponomarenko, V. D. Shadrikov, M. I. Lisina, A. I. Silvestrov, E. V. Subbotsky, L. S. Vygotsky, I.V. Dubrovina and others. It is absolutely obvious that the work of a teacher, due to the high demands it imposes, special responsibility and emotional stress, potentially contains the danger of difficult experiences associated with work situations and the likelihood of professional stress. Term “emotional burnout” was introduced by the American psychiatrist H. J. Freudenberger in 1974 to characterize the psychological state of healthy people who are in intensive and close communication with clients, patients, in an emotionally charged atmosphere when providing professional assistance. At first, this term denoted a state of exhaustion, exhaustion, associated with a feeling of one’s own uselessness. In 1981, K. Maslach, one of the leading experts in the study of “emotional burnout,” detailed this phenomenon as a special state that includes a feeling of emotional exhaustion, exhaustion; symptoms of dehumanization, depersonalization; negative self-perception, and in professional terms - loss of professional skill.K. Maslach in 1982 identified three main signs of “emotional burnout” syndrome: 1. The individual limit of the emotional “I”’s ability to resist exhaustion, “burnout”, self-preserving;2. Internal psychological experience, including feelings, attitudes, motives, expectations; 3. Negative individual experience in which problems, distress, discomfort, dysfunction or their negative consequences are concentrated. There are three factors that play a significant role in “emotional burnout”: personal, role, organizational. Studying the personal factor, experts came to the conclusion that women develop emotional exhaustion to a greater extent than men. Research by A. Pines showed that if work is assessed as insignificant in one’s own eyes, then the syndrome develops faster. H.J. Freudenberger believes that “burning out” people are compassionate, humane, idealistic, unstable, introverted people. K. Kondo defines the “emotional burnout” syndrome as maladjustment to the workplace due to excessive workload and inadequate interpersonal relationships. This definition also corresponds to his interpretation of the concept of “combustion,” which affects primarily those who altruistically and intensively work with people. Such emotionally intense work is accompanied by excessive expenditure of mental energy, leads to psychosomatic fatigue (exhaustion) and emotional exhaustion (exhaustion), resulting in restlessness (anxiety), irritation, anger, low self-esteem against a background of rapid heartbeat, shortness of breath, gastrointestinal disorders, headaches, low blood pressure, sleep disturbances; As a rule, family problems also arise. The impact of stress factors that cause the phenomenon of “emotional burnout” covers a significant range of professions [2]. In 1983, E. Maher, in his review, summarizes the list of symptoms of “emotionalcombustion": fatigue, exhaustion, exhaustion; psychosomatic ailments, insomnia, negative attitude towards clients; negative attitude towards the work itself; the paucity of the repertoire of work actions; abuse of chemical agents: tobacco, coffee, alcohol, drugs; lack of appetite or, conversely, overeating, negative “I-concept”; aggressive feelings (irritability, tension, anxiety, restlessness, agitation to the point of overexcitement, anger); decadent mood and associated emotions (cynicism, pessimism, feelings of hopelessness, apathy, depression, feelings of meaninglessness); experiencing feelings of guilt [3]. This phenomenon has become generally accepted; the question naturally arose about identifying and classifying factors that inhibit the development of this disease or contribute to it, after scientists have determined the essence and main signs of emotional burnout syndrome. Some researchers, including P Thornton, when studying the personal factor, the following indicators were taken into account: age, gender, marital status, length of service, educational level, length of service, social origin. However, it turned out that they are not associated with the level of “emotional burnout” [10]. Other researchers (A. Pines) paid special attention to the connection between motivation and “burnout”; studied, in particular, such motives for work activity as satisfaction with salary, a sense of self-worth in the workplace, professional advancement, independence and level of control by management, etc. [9]. H. Freudenberger characterizes those susceptible to the “burnout” syndrome as sympathizers , humane, gentle, enthusiastic, idealists, oriented towards helping others, and at the same time unstable, introverted, obsessive (fanatical), fiery and easily ally people [11]. There are different opinions regarding the influence of personal characteristics on the development of emotional burnout, but it is undeniable the fact that the personal qualities of social workers play an important role in countering the burnout syndrome. From which it follows that both positive and negative interactions between the personal qualities of a specialist and the reality of the profession are undeniable. Psychologists say that the fastest way to emotional burnout is the position of a professional, which comes down to four myths: - I can’t make mistakes. - I must be restrained. - I have no right to be biased. - I must be a role model in everything [12] There are a number of human conditions that sharply reduce his motivational potential. With mental satiety, monotony of life, and fatigue, the desire to do work for which there was initially a positive motive disappears. The state of depression that occurs in healthy people has a very strong effect on the decrease in motivational potential. A symptom of emotional burnout is also feelings of anxiety and depression. Depression (from Latin depressio - suppression) is an affective state characterized by a negative emotional background (depression, melancholy, despair) due to unpleasant, difficult events in the life of a person or his loved ones. The strength of needs and drives decreases sharply, leading to passive behavior and lack of initiative [8]. There is a feeling of helplessness in the face of life’s difficulties, uncertainty in one’s capabilities, combined with a feeling of futility. Currently, there are about 100 symptoms that are in one way or another associated with “burnout.” Among them there are those that are associated with motivation to work (loss of enthusiasm, interest in those served). B. Pelman and E. Hartman, summarizing many definitions of “burnout”, identified three main components: emotional and/or physical exhaustion, depersonalization, reduced work productivity [6]. Contacts become impersonal and formal; emerging negative attitudes may initially be hidden and manifest themselves in internally restrained irritation, which over time breaks out and leads toconflicts. Depersonalization is associated with the emergence of an indifferent negative and even cynical attitude towards people served by the nature of their work. Depersonalization is a change in self-awareness, which is characterized by a feeling of loss of one’s Self and the painful experience of a lack of emotional involvement in relationships, work, and loved ones. It is possible in cases of mental illness and borderline conditions, and in a mild form it is also observed in healthy people under emotional overload. A reduction in personal achievements is manifested in a decrease in assessment of one’s competence (negative perception of oneself as a professional), a decrease in the value of one’s activities, dissatisfaction with oneself, indifference to work , a negative attitude towards oneself as an individual [4]. Extreme situations are often accompanied by stress when a teacher has an acute internal conflict between the strict requirements that responsibility imposes on him and the objective impossibility of fulfilling them. Stress caused by difficulties, as a state of mental tension, dangers, in general, mobilizes a person to overcome them. However, if stress exceeds a critical level, then it turns into distress, which reduces work results and undermines human health. There are professional, personal, responsibility stress, etc. [5].Occupational stress includes entering a new professional environment; the situation of innovations and conflicts in this area; situations related to professional growth, career, situations of changing requirements for the profession, internal crises, etc. The appearance in a person of such stressful manifestations as helplessness, susceptibility to conflicts, emotional tension, decreased performance, level of self-criticism, can be facilitated by the situation of innovations and conflicts in professional sphere. In the conditions of our sociocultural system, stress forms harmful effects that create barriers in the professional activity of a teacher. And, naturally, they block his communicative activity in the system of retraining and advanced training, which creates subjective-objective stress - emotional tension, which as a result increases the risk of developing emotional “burnout.” V.T. Abrumova identifies the following reactions to stress, which are similar to the effects of “burnout”: 1. A pessimistic situational reaction is expressed primarily by a change in the worldview, the establishment of a gloomy worldview, judgments and assessments, modification and restructuring of the value system. This perception causes a persistent decrease in the level of optimism, which, of course, blocks the path to productive planning of future activities. Real planning gives way to gloomy forecasts. The world is perceived by man in the darkest colors. Such constraint of one’s own will, the supposed uncontrollability of changing events or conditions, causes a secondary decrease in self-esteem, a feeling of insignificance and unimportance of one’s own capabilities.2. The reaction of emotional imbalance is characterized by a clear predominance of a negative range of emotions. A person feels a feeling of discomfort of varying severity. The general background mood is reduced. In addition to a wide range of negative emotions, the reaction of emotional imbalance is characterized by a contraction of the circle.3. The situational reaction of demobilization is characterized by the most drastic changes in the sphere of contacts: the abandonment of habitual contacts or at least their significant limitation, which causes persistent, long-term and painful experiences of loneliness, helplessness, and hopelessness. In practice, a person avoids inclusion in any spheres of activity except the most necessary, socially controlled ones, to which he is forced by the rules and requirements of society established and accepted by him. Partial refusal of activity is also observed.4. The situational reaction of the opposition is characterized by an increasing degreeaggressiveness, increasing harshness of negative assessments of others and their activities.5. The situational reaction of disorganization contains an underlying anxiety component. As a result, somatovegetative manifestations (hypertensive and vascular-vegetative crises, sleep disturbances) are observed here in the most pronounced form [1]. But, despite the similarity of the effects of burnout and professional stress, they should not be identified. Emotional burnout syndrome is more likely not a type of stress, but a consequence of the influence of a complex of stress factors. In chronic everyday stress, emotional fatigue experienced by a person, the “burnout” syndrome originates. Emotional-motivational fatigue, in which subjective experiences of fatigue, motivational and emotional appear instability. This can lead to chronic fatigue. Labor fatigue is understood as a complex of corresponding physiological changes in the body caused by the labor process, to overcome which the body mobilizes internal resources. It moves to a higher level of energy functioning, reducing performance and creating a conflict between the external demands of work and the decreased capabilities of a person. Fatigue is accompanied by irritability, decreased interest in work, motivational and emotional instability, uncertainty and other phenomena. Personality changes may occur - episodic conflict, lethargy, increased emotional lability, and the possible appearance of neuroses and somatic disorders of a psychogenic nature. At the stage of pronounced overwork, all this acquires stable features - introversion, isolation, aggressiveness, anxiety, depression, and a narrowing of the range of significant motives. The most common change in the personality of a professional is chronic overwork. Sustainable changes in personality are caused by constant exposure to destructive factors. But negative experiences are reinforced by appropriate forms of response, and episodic manifestations of negative emotions are transformed into stable traits: introversion, isolation, aggressiveness, high personal anxiety, depression, aggressiveness, narrowing the range of significant motives. Significant intensification of activity leads to the fact that the working individual does not have time to adequately and quickly respond to all biologically significant information. More and more unreacted influences, unrealized emotions, and unresolved tasks of various kinds accumulate, which ultimately leads to “burnout.” Personal characteristics of a teacher can contribute to the formation of nervous tension. Motivational conflicts and conflicts of an intimate-personal nature, increased importance of the subjective factor in the assessment of certain life situations, misunderstanding between close people, aggressiveness, neuroticism, chronic anxiety and internal tension. Factors of the social and industrial nature of nervous overstrain include: social changes, significant life difficulties (divorce, death of loved ones, etc.), prolonged emotional stress, a significant predominance of intellectual work, a constant feeling of lack of time and chronic fatigue, accompanied by irritability, impatience, haste during work, chronic violation of the work and rest schedule, decreased interest to work, a decline in personal prestige, a lack of elements of creativity in work and excessive workload, extreme situations. Emotional stress, in turn, is associated with the very nature of “helping” relationships, requiring emotional contact, complicity, understanding, and emotional impact on the communication partner , patience, forbearance, etc. Emotional exhaustion reveals itself primarily in feelings of helplessness, hopelessness; in especially severe manifestations, emotional breakdowns and thoughts of suicide occur. There may be a feeling“muffledness”, “dullness” of emotions, when a person is unable to respond, to respond emotionally to situations that, it would seem, should touch. This feeling of exhaustion of emotional resources causes the feeling that a person can no longer give anything to others - neither emotionally nor psychologically. Boyko V.V. considers “burnout” as a psychological defense mechanism developed by an individual in the form of complete or partial exclusion of emotions in response to selected psychotraumatic influences, an acquired stereotype of emotional, most often professional behavior. “Burnout is partly a functional stereotype, since it allows a person to dose and spend energy resources sparingly. At the same time, its dysfunctional consequences may arise when “burnout” negatively affects the performance of professional activities [7]. Much of what concerns subjects of professional activity provokes deviations in somatic or mental states. Sometimes even the thought of such subjects or contact with them causes a bad mood, insomnia, a feeling of fear, discomfort in the heart, vascular reactions, exacerbations of chronic diseases. The transition of reactions from the level of emotions to the level of psychosomatics indicates that emotional defense - “burnout” - can no longer cope with the load on its own, and the energy of emotions is redistributed between other subsystems of the individual. In this way, the body saves itself from the destructive power of emotional energy. Full-fledged professional activity is expressed in the fact that the teacher, as a subject of work, is called upon to independently and creatively approach the definition and solution of professional tasks; achieve results that meet standards; be able to analyze and regulate technological processes, etc. The main factors of the negative impact of the work process on the teacher’s personality are stereotypes: cognitive, behavioral, affective-motivational, organizational. The organizational factor influences the development of the “burnout” syndrome. Its influence is due to the fact that the work may be complex in content, but not sufficiently organized, not properly evaluated, and the nature of management may not correspond to the content of the work, etc. The role factor plays a significant role in “emotional burnout.” Scientists have conducted studies to study the relationship between role conflict, role ambiguity and “burnout.” This is especially evident in those professional situations in which common actions are poorly coordinated, there is no integration of efforts, there is competition, while the result of work depends on the coherence and coordination of actions. Professional crises are the next unfavorable factor associated with the risk of emotional burnout in the work of a teacher, repeatedly manifesting themselves throughout their professional activities, including among highly professional specialists. At the initial stage, they may arise, for example, in professional activity when moving to a related specialty within the profession, if retraining is necessary, etc. In such situations, a specialist may experience a decrease in professional self-esteem, and may experience a feeling of exhaustion of their capabilities, a fear of going even justified risk, increased protective motives, decreased interest in further growth. Or, on the contrary, the desire to take a position that does not correspond to the level of one’s competence during a crisis. Some works note that a general indicator of attitude towards work can be satisfaction with the profession, which is based on the consciousness of the correctness of the choice of profession, the compliance of one’s abilities with the requirements of the profession, and the effectiveness of one’s work. If a person fails to overcome a crisis state, such as burnout syndrome, personal deformations may occur, characterized by the fading of positive attitudes,,2004.