EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE12
207
PSYCHOLOGICAL INTERRELATION OF EMOTIONAL INTELLIGENCE, BURNOUT AND
STRESS TOLERANCE IN HIGHER EDUCATION TEACHERS
Umarov Bakhriddin Mingboyevich
Alfraganus University, Department of Pedagogy and Psychology, Professor of the Department, Doctor of
Psychological Sciences. Tashkent, Republic of Uzbekistan
AB O U T ART I CL E
Key words:
Emotional intelligence, stress
resistance, burnout, teachers of the highest
composition.
Received:
15.12.2024
Accepted
: 20.12.2024
Published
: 25.12.2024
Abstract:
Correlation of emotional intelligence,
burnout and stress resistance in senior teachers.
The empirical study is aimed at identifying the
relationship between emotional intelligence,
stress resistance and burnout of senior teachers.
INTRODUCTION
In the pedagogical and psychological environment the relationship between emotional intelligence,
stress resistance and burnout of teachers is poorly studied, and therefore represents a scientific novelty
in the field of psychological and pedagogical research.
The specificity of teachers' professional activity makes higher demands to professional competences
and communicative skills, and, accordingly, teachers are the most exposed to the risk of professional
burnout, unlike workers of other sociognomic professions.
The object of the study was teachers of higher staff, the subject of the study was the relationship
between emotional intelligence, stress resistance and burnout of teachers. The empirical base for
practical research was ‘Jizzak State Pedagogical
University’.
The total sample size was 30 people aged from 27 to 56 years, teaching experience of 5-33 years. In
order to increase the representativeness of the sample, teachers with different years of teaching
experience were included in the group of re
spondents. Respondents were selected using the ‘snowball’
VOLUME04 ISSUE12
https://doi.org/10.55640/eijmrms-04-12-38
Pages: 207-210
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE12
208
method, which implies that subsequent respondents are selected after being recommended by the
initially selected respondents.
The analysis of the study indicators of emotional intelligence, burnout, and stress resistance in the
teachers of higher education allowed us to draw the following conclusions: According to the method
‘EmIn’ by D. V. Lucin [4] it was possible to determine that the average level of expression of emotional
intelligence indicators prevails in the teachers of higher staff. The most developed are interpersonal
emotional intelligence and the ability to understand emotions, the least developed are intrapersonal
emotional intelligence and emotion management.
The results of the analysis of the current level of stress tolerance among the teachers of higher education
in accordance with the data obtained by the SUN questionnaire (methodology and diagnosis of well-
being, activity and mood) revealed: low indicators of stress tolerance level of teachers of higher
education reduce the productivity of labour activity, adversely affecting the nature of interpersonal
relations and microclimate in the team, can be one of the causes of burnout symptoms.
A high level of stress tolerance indicators increases working capacity, positively affects the socio-
psychological climate and interpersonal relations, and thus is one of the factors of burnout symptoms
prevention among teachers. According to the data obtained with the help of the questionnaire
‘Professional burnout’ by K. Maslach and S. Jackson (adapted by N. E. Jackson). Jackson (adapted by N.
E. Vodopyanova) [1]: the integrative index in this study, in accordance with the table of norms made
average values.
Professional activity of teachers is associated with emotional overstrain and exhaustion of their own
emotional resources, which in turn reduces the productivity of pedagogical activity due to lack of
strength, irritability, fatigue, etc. The highlighted indicators can be conditioned by the specifics of
teachers' activity, which consists in active interaction with other people, and therefore constant
analysis and control of emotional information.
The study of the relationship between empirical indicators of emotional intelligence and stress
tolerance and professional burnout in higher educators was carried out by means of correlation
analysis using Pearson correlation coefficient. Data analysis using Pearson correlation coefficient
showed mediated statistically significant correlations. Negative correlations were revealed in relation
to the level of stress resistance with the general indicator of professional burnout on the following
scales: ‘emotional exhaustion’ (r =
-
0.584; p ≤ 0.05), ‘dipersonalisation’ (r =
-
0.625; p ≤ 0.01), ‘reduction
of pe
rsonal achievements’ (r =
-
0.573; p ≤ 0.05).
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE12
209
The obtained data confirm the assumption that the higher the level of stress tolerance, the more
developed are the skills preventing the manifestation of burnout symptoms.
The totality of emotional and volitional qualities of personality, firmness of character, adequate self-
assessment of labour activity results, purposefulness, calmness, endurance - create opportunities for
management and regulation of emotional and behavioural reactions to stressful situations, creating
obstacles for formation and development of burnout syndrome. The scales: ‘emotional exhaustion’ (r =
-
0,431; p ≤ 0,05), ‘reduction of personal achievements’ (r =
-
0,417; p ≤ 0,05) also revealed an indirect
negative relationship, which reflects the results of the study of the relationship between emotional
intelligence and professional burnout.
The results of regression analysis showed that the level of emotional intelligence is influenced by three
parameters: well-
being; ‘psychoemotional exhaustion’ as a process associated with the exhaustion of
emotional, energy, physical resources; ‘depersonalisation’ (personal estrangement) representing a
specific form of social maladaptation of specialists who work with people. At the same time,
‘psychoemotional exhaustion’ and ‘depersonalisation’ can lower the level of emotional intelligence,
being negative factors; and the state of ‘well
-
being’ is a dominant parameter in the process of
development of ‘emotional intelligence’.
The obtained data can be reflected by the following formula: EI=93,184+0,166×CAM-0,258×PSI-
0,554×DEP (1) where EI - emotional intelligence; SAM -
parameter ‘Self
-
being’; PSI
- parameter
‘Psychoemotional exhaustion’; DEP
-
parameter ‘Depersonalisation’. The high level of emotional
intelligence development in teachers of higher staff leads to the absence of probability of burnout
symptoms development [2].
The highlighted circumstance can be characterised by the fact that the teachers of higher staff are able
to analyse their emotional state, regulate emotions for prompt and effective performance of their tasks,
establish favourable interpersonal relations, develop empathy, sociability.
Positive emotions arising in the process of professional activity can increase self-confidence, resilience,
stress resistance, and consequently contribute to the prevention of burnout symptoms among senior
lecturers [3].
The results of the conducted research demonstrated: the higher the level of emotional intelligence
development, the higher the ability to improve one's abilities, to realise personal resources in the
direction of overcoming negative manifestations of emotional state. The ability to adequately perceive
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE12
210
and evaluate one's thoughts and actions can lead to the manifestation of maximum involvement and
engagement in professional activity, creating obstacles to the development of burnout [5].
Thus, the analysis of the results of the empirical study determined: a high level of emotional intelligence
and stress resistance hinder the formation and development of symptoms of professional burnout of
higher education teachers [5]. Emotional intelligence and stress resilience can act as preventive
measures of professional burnout in the pedagogical environment of higher education institutions.
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