The article deals with the problem of the relationship between the levels of psychological
burnout of school teachers and styles of pedagogical activity. It is noted that teachers
with emotional-improvisational and emotional-methodical styles can be classified as
a risk group for burnout. The relationship between the emotional-methodical style of
pedagogical activity and the threat of a more rapid formation of the psychological burnout
syndrome is revealed, while teachers who implement the reasoning-improvisational and
reasoning-methodical styles are the least susceptible to this syndrome.
Keywords: psychological burnout, style of pedagogical activity.
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