EMOTIONAL BURNOUT OF FEMALE TEACHERS AND THEIR COPING STRATEGIES
The paper focuses on the problem of professional burnout among female teachers and the impact of diverse factors on their burnout. The study aims to consider the coping mechanisms of teachers at different levels of burnout and the ways in which their experience and age are factored into their emotional well-being. Based on socio-demographic and psychological questionnaires, the study sampled 209 female teachers. The research pinpointed that as age as experience was inversely related to the indicators of emotional burnout. There were differences in the use of coping mechanisms by teachers with high and low levels of emotional burnout: the former more frequently used the ineffective strategies of "Avoidance", "Asocial action" and "Aggressive actions", while the latter often used the adaptive strategies of "Social joining", "Seeking social support" and "Assertive actions". The results will help to better understand burnout mechanisms and improve the effectiveness of burnout prevention programmes.