Emotional Burnout of Teachers Under Martial Law: The Role of Resilience in Maintaining Professional Health

Emotional Burnout of Teachers Under Martial Law: The Role of Resilience in Maintaining Professional Health | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Emotional Burnout of Teachers Under Martial Law: The Role of Resilience in Maintaining Professional Health Margarita Shkabarina, Natalia Ternovyk, Olena Yanytska, Tetiana Kovbasiuk, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7327844/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The increase in emotional burnout of teachers under martial law has a negative impact on their professional health and work efficiency. The study of resilience as a key factor for maintaining the psycho-emotional well-being of teachers is especially relevant for supporting their professional sustainability in crisis conditions. Therefore, the study aims to investigate the impact of resilience on the ability of teachers to withstand stress and emotional burnout during a full-scale war in Ukraine. The study used a mixed method: quantitative analysis of data of 384 teachers (using the CD-RISC-25 and MBI-10 scales) and qualitative analysis of 15 semi-structured interviews. The sample included teachers from different regions (Rivne, Khmelnytskyi, Kyiv, Sumy, and Dnipro regions). The results showed that resilience has a significant negative connection with emotional burnout (r = -0.52, p < 0.001). Optimism has the strongest protective effect (r = -0.55, p < 0.001). The war causes unique stress factors: guilt, depersonalization, and the need to take on new roles (tutor, crisis consultant). The qualitative data highlighted the importance of collective support and rational optimism as mechanisms for the adaptation of teachers. The results can be used to develop institutional support mechanisms (trainings, psychological support, transformational leadership). The study proves that resilience is a key resource for maintaining the professional health of teachers in crisis conditions, and its formation should be a priority for Ukraine's educational policy. Educational Psychology emotional burnout resilience martial law pedagogical stress social support psycho-emotional well-being teachers stress resistance crisis pedagogical activity Figures Figure 1 Figure 2 Introduction The professional activity of educators has been subject to serious challenges in the context of martial law in Ukraine since the beginning of 2022. It is accompanied by a high level of emotional tension, stress and an increased risk of developing emotional burnout syndrome. Military operations, uncertainty of the future, responsibility for the health and lives of students, and a constant threat to security create additional psychological stress that affects the emotional state of teachers. According to the International Human Resources Portal (2023), 64% of Ukrainians experience emotional burnout. Furthermore, 22% of them consider job dissatisfaction as the main reason. A study by GoGlobal ( 2022 ) shows that 54% of educators have noticed signs of professional burnout after a full-scale invasion, and 46% of teachers need psychological and methodological support. Emotional burnout in the educational environment has serious consequences for both teachers and the quality of the educational process in general. For example, the war in Yemen has had a negative impact on education, causing displacement, discrimination, exploitation of children, destruction of their physical and mental health, and humiliation of teachers’ dignity. The research (Muthanna et al., 2022 ) has shown that conflicts lead to the normalisation of negative behaviour, which underscores the importance of studying teachers' resilience in crisis conditions. Emotional burnout leads to a decrease in the quality of teaching, worsens relationships with students because of a loss of patience and empathy, increases staff turnover and leads to professional exhaustion. In addition, burnout reduces teachers’ motivation to improve their skills and negatively affects their mental and physical health, increasing the risk of developing psychosomatic illnesses and depression. The overall impact of burnout extends to the entire school community, which reduces the effectiveness and resilience of the educational system. Therefore, the study of the impact of resilience on emotional burnout of teachers during the military operations is relevant not only to identify key factors of stress resistance, but also to develop practical recommendations for maintaining psycho-emotional balance in times of crisis. Therefore, the purpose of this study is to investigate how resilience affects the ability of teachers to withstand stress and burnout under martial law. The main tasks that emerge from the relevance of the topic are: 1. To analyse the factors contributing to the development of emotional burnout under martial law (based on the CD-RISC-25 and MBI-10 scales). 2. To investigate the correlations between resilience (confidence, optimism, strength) and burnout components (emotional exhaustion, depersonalization, personal achievements). 3. To study the subjective experience of teachers through semi-structured interviews to interpret quantitative results. The hypothesis of the study is that the level of teachers’ resilience is negatively correlated with the level of emotional burnout under martial law. References review 1. Professional burnout The term ‘emotional burnout’ is officially recognised and first introduced into the practice of psychology by G. Freudenberger, who associated it with fatigue, frustration and general mood deterioration in 1974 (Freudenberger, 1974 ). The modern pedagogical context considers the work of a teacher to be the most human-to-human profession with a high probability of burnout (Krasyuk & Mandrona, 2019 ). It is important to note that emotional burnout is an acquired stereotypical reaction, especially in a professional context, and has its own characteristic symptoms, the number of which exceeds one hundred (Emotional burnout of educators, 2016, p. 8). The American psychologists Maslach & Jackson ( 1981 ) define burnout syndrome as a three-dimensional construct that includes emotional exhaustion, depersonalization and reduction of personal identity. Researcher Maher ( 1983 ) adds physical exhaustion, psychosomatic malaise, sleep disturbances, negative attitude to work, etc. to the list of symptoms of ‘emotional burnout’. The development of emotional burnout is determined by various factors, including individual characteristics such as ability to work, young age, marital status and gender. In general, emotional burnout syndrome occurs not only in the process of fulfilment of work duties, but also goes beyond the working day, which negatively affects the psychophysical state of educators (Krasiuk & Fedorchenko, 2023 , p. 171). Teaching is considered to be a particularly psychologically challenging job, leading to relatively high rates of teacher burnout (Fernet et al., 2012 ; Kyriacou, 2001 ; Redín & Erro-Garcés, 2020 ). International research shows that teachers consistently suffer from burnout, psychological distress, anxiety, depression, fatigue, decreased self-confidence, and deterioration of personal relationships (García-Carmona et al., 2019 ; Thomson & Hillman, 2020 ). Symptoms of burnout have been found to occur in approximately 30–40% of teachers and have numerous serious consequences (García-Carmona et al., 2019 ). According to the results of the study by Kyrian, Nikolaesku, Stepanova, and Nenko ( 2020 ), 38.3% of teachers surveyed in Ukraine in 2020 had a high level of emotional exhaustion, 40.0% of respondents noted a high level of depersonalization, and 46.5% of teachers had a high level of reduction in personal achievement. The study by Shkabarina et al. ( 2025 ) notes that 64.76% of teachers in preschool education institutions in Ukraine demonstrated a low level of psychological resilience, 18.1% of respondents had an average level, and 17.14% showed a high level of psychological resilience. However, there is currently a lack of research on burnout and its predictors among teachers of general secondary education institutions under martial law in Ukraine. 2. Resilience of teachers Despite the growing number of research on the concept of resilience, there is still no general consensus on its conceptualization (Naglieri, LeBuffe & Ross, 2012 ). Early research on resilience focused on its interpretation as an individual capacity and studied children who successfully overcame serious difficulties and adverse conditions (Garmezy, 1985 ). Due to this perspective, resilience is a dynamic interaction of risk and protective factors, which can be both internal and external to the individual (Benard, 2004 ). Modern approaches define resilience as the ability and dynamic process of adaptive coping with stress and adverse conditions while maintaining normal psychological and physical functioning (Russo et al., 2012 ; Rutter, 2012; Southwick & Charney, 2012 ; Herrman et al., 2011 ). Social support and optimism as significant predictors of resilience play an important role in building it. At the same time, psychological stress can have a negative impact on resilience, especially for those who experienced traumatic events in childhood (Herrman et al., 2011 ). Beltman, Glass, Dinham, Chalk, and Nguyen ( 2015 ) note that teachers’ resilience is a process of interaction of individual and contextual factors that leads to positive adaptation, which is reflected in increased well-being, job satisfaction, and reduced burnout. The resilience of teachers is the result of a complex interaction of individual risk factors (altruistic motives and high self-efficacy) and protective factors (Beltman, Mansfield, & Price, 2011 ). Mansfield, Beltman, Price, and McConney ( 2012 ) identified four main dimensions of teachers’ resilience, including: professional factors: commitment, organisation and preparation, effective teaching skills, adaptability, and reflection; social factors: strong interpersonal and communication skills, problem solving, developing support and relationships, and seeking help; motivational factors: optimism, perseverance, focus on improvement, self-efficacy, realistic planning and motivation support; emotional factors: sense of humour, ability not to take things personally, regulation of emotions, coping skills, self-care and well-being (Mansfield et al., 2012 ). High levels of well-being, job satisfaction, and low levels of burnout indicate positive teachers’ adjustment (Bobek, 2002 ; Ghanizadeh & Jahedizadeh, 2015 ; Mansfield et al., 2016 ). They determine whether a teacher prospers in their career, survives, or leaves it (Beltman, Mansfield, & Price, 2011 ). It has been proven that well-being is a key factor in retaining teachers in the profession, while low levels of well-being contribute to staff outflow (Acton & Glasgow, 2015 ). The Ungar model (Ungar et al., 2013) is an effective tool for studying teacher resilience, which emphasises the importance of using available resources to overcome difficulties (Beltman et al., 2015 ; Mansfield et al., 2016 ). These resources can be both internal (self-efficacy, stress resistance) and external (support from colleagues, administration, family) (Abubakar et al., 2022 ). Materials and methods Sample and research procedure The study aims to identify the relationship between resilience and professional burnout of teachers under martial law. According to the Ministry of Education of Ukraine ( 2024 ), 349,698 teachers work in general secondary education institutions in the 2024–2025 academic year. The size of the representative sample is 384 people, that was calculated using an online calculator (SurveyMonkey) with the following parameters: confidence level – 95%, error – 5%. The sample was formed by the method of purposive selection among teachers who took in-service training courses at regional institutes of postgraduate pedagogical education. Teachers from five regions took part in the study: Rivne, Khmelnytskyi, Kyiv, Sumy and Dnipro regions. Among them: 82% are women, 18% − men; 44% are from urban schools, 56% are from rural schools; 30% are from regions that are constantly under the threat of shelling. The average age of the participants was 42 years (SD = 8.5), and the average length of service was 15 years (SD = 7.2). Procedure . The study was conducted from September 2024 to January 2025. The questionnaires with diagnostic scales (CD-RISC-25 and MBI-10) were sent to 500 teachers’ email addresses during their training courses. All participants were guaranteed anonymity and confidentiality. 384 fully completed questionnaires were received out of the 500 participants (response rate is 77%). The average time to complete the questionnaire was 15 minutes. Methods Resilience was assessed using the adapted Ukrainian version of the Connor-Davidson Resilience Inventory (CD-RISC-25). The scale includes 25 items grouped into three subscales: confidence, optimism, and strength. Responses were rated on a 5-point Likert scale (1 = ‘completely irrelevant to me’, 5 = ‘completely relevant’). Reliability of the CD-RISC-25 subscales in the sample: confidence (α = 0.78), optimism (α = 0.82), strength (α = 0.71). Overall reliability of the scale: α = 0.87. The scale was adapted into Ukrainian language to take into account cultural peculiarities.It was also tested for clarity through pilot testing on a sample of 30 teachers. Professional burnout was studied using a shortened version of the Maslach Burnout Inventory (MBI-10), which includes 10 items in three subscales: emotional exhaustion, depersonalization, and personal achievement. Reliability of the MBI-10 subscales: emotional exhaustion (α = 0.84), depersonalization (α = 0.73), personal achievement (α = 0.68). Semi-structured interviews were conducted for in-depth interpretation of the results. They involved 15 teachers from the quantitative sample, selected on the principle of maximum variability (age, length of service, region, school location, level of resilience, work experience during the war (from 1 to 3 years). The questions focused on the work experience during the war, coping strategies and understanding of resilience. Tools and analysis procedure The IBM SPSS 25.0 package was used to process the data on the diagnostic scales (CD-RISC-25 and MBI-10). The relationship between variables was investigated using Pearson’s correlation analysis and multiple regression. The reliability of the scales was assessed using Cronbach’s α coefficient. Semi-structured interviews were conducted via Google Meet (average duration: 35 minutes). The analysis was carried out using thematic analysis (Braun & Clarke, 2006 ) in the MAXQDA software environment. Two independent researchers agreed on the identified themes (intercoder agreement: κ = 0.82) to increase the reliability of coding. Ethical criteria Ethics committee approval was obtained from the University Ethics Committee for the evaluation and execution of the study (date: 23.05.2024 protocol no: 05/14). The study was conducted in compliance with the basic ethical principles that ensured the protection of the rights and interests of the respondents. The introductory note to the questionnaires informed teachers about the anonymity and confidentiality of their answers, as well as the voluntary nature of their participation in the study. In addition, they were informed about the general aims of the study, excluding further details that might affect their impartiality. Semi-structured interviews were recorded with the consent of the participants, transcribed and anonymised. All participants had the right to end the interview at any time. The data was stored anonymously, with access only for members of the research team. Results The results of the study of teachers’ resilience according to the Connor-Davidson scale (CD-RISC-25) are presented in Table 1 . Table 1 The level of resilience of teachers under martial law Factor Medium (M) Standard deviation (SD) Minimum Maximum General resilience 68.3 12.4 32 121 Confidence 23.5 4.2 8 35 Optimism 24.6 3.8 10 40 Strength 20.2 5.1 7 30 Thus, the highest indicators of resilience are observed in the subscale ‘optimism’ (M = 24.6), the lowest – in the subscale ‘strength’ (M = 20.2). The overall average resilience score (68.3 out of 125 possible) indicates a moderate level of teachers’ adaptive resources. Despite the high level of optimism, the data indicate that teachers experience a shortage of internal resources (strength) to overcome stress, which may be due to prolonged work under martial law. The results of the study of the level of professional burnout of the teachers according to the MBI-10 scale are presented in Table 2 . Table 2 The level of professional burnout of the teachers under martial law Factor Medium (M) Standard deviation (SD) Level Emotional exhaustion 3.8 1.1 High Depersonalization 2.9 0.8 Medium Personal achievement 2.2 0.6 Low The results of the MBI-10 scale (Table 2 ) confirm that emotional exhaustion is the dominant aspect of burnout (M = 3.8). Depersonalization (M = 2.9) is at an medium level, indicating a partial loss of emotional connection with students. Personal achievement (M = 2.2) demonstrates a low level, which reflects a decrease in professional self-efficacy. The high level of emotional exhaustion highlights the critical need for psychological support programmes for teachers. Pearson’s correlation analysis was used to test the relationship between resilience and the components of professional burnout. The results are presented in Table 3 and Fig. 1 . Table 3 Correlations between resilience and burnout components Parameters Emotional exhaustion Depersonalization Personal achievements Resilience -0.52 * -0.41 * 0.38 * Confidence -0.48*** -0.32** 0.29** Optimism -0.55*** -0.37*** 0.41*** Strength -0.31** -0.24* 0.18 Notes: *p < 0.05; **p < 0.01; ***p < 0.001. Negative coefficients indicate an inverse relationship, while positive coefficients indicate a direct relationship. Table 3 and Fig. 1 show that optimism has the strongest negative correlation with emotional exhaustion (r = -0.55). Strength correlates weakly with personal achievement (r = 0.18, p > 0.05). The strong negative correlation between general resilience and emotional exhaustion (r = -0.52, p < 0.001) confirms that teachers with higher adaptive resources are less susceptible to exhaustion. Depersonalisation also decreases with increasing resilience (r = -0.41, p < 0.001), indicating that teachers maintain an emotional connection with students. Optimism has the strongest protective effect against emotional exhaustion (r = -0.55, p < 0.001). Confidence correlates with increased personal achievement (r = 0.29, p < 0.01), which emphasises the role of self-efficacy in professional fulfilment. Strength is less strongly related to burnout, which may indicate its less significant role in conditions of chronic stress (war). The relationship of strength with personal achievement is statistically insignificant (r = 0.18, p > 0.05), which requires further research. The further multiple regression analysis showed that resilience remains the key predictor of burnout reduction even after controlling for age, work experience, and region (β = -0.47, p < 0.001). This confirms that the identified correlations have not only statistical but also practical significance. The qualitative analysis of 15 semi-structured interviews revealed three key themes related to resilience and burnout of teachers. Theme 1: Resilience as a mechanism of adaptation. Participants described resilience as the ability to find resources to overcome stress, even in critical conditions. For example, ‘Optimism is not about everything being fine, but about searching for solution’ (female, 38, urban school); ‘When I see children laughing, it gives me strength to keep working, even during air raids’ (male, 45, rural school). Teachers emphasised rational optimism and emotional connection with students as sources of strength. This is consistent with the quantitative data, where optimism had the highest scores among the resilience subscales. Theme 2. The impact of war on professional health. The war increased emotional stress, causing feelings of guilt and depersonalisation. ‘I feel guilty because I cannot protect my students, it causes exhaustion’ (female, 50, frontline area). ‘Depersonalisation is an attempt to block out the pain, but it destroys the connection with students’ (female, 41, urban school). The qualitative data revealed a unique factor – guilt, which was not included in the quantitative MBI-10 scale. This explains the high emotional exhaustion scores (M = 3.8) in the quantitative data. Theme 3. The role of social support. Colleagues, family, school administration act as a buffer against stress. ‘Our school team is my buffer against stress. We share resources and funny stories’ (male, 37, urban school). Discussion The findings confirm that resilience is a key factor in reducing burnout of teachers under martial law. This is in line with previous studies that indicate a link between burnout and lower teaching quality (Flook et al., 2013 ; Naghieh et al., 2015 ; Wilss, Pillay & Goddard, 2005 ; Radka, 2021 ). Our study extends these findings and demonstrate that resilience not only reduces emotional exhaustion but also supports personal achievement, which is especially critical in the face of chronic stress. Both individual and organisational resilience play a crucial role in mitigating the effects of occupational stress (Lai-Kuen Lo, 2014 ; Richards et al., 2016 ). Our findings highlight that optimism (the highest component of resilience, M = 4.1) is a key resource for teachers working in war zones. This is consistent with research on teachers from disadvantaged communities (Day & Hong, 2016 ) and those who work with children with special needs (Mackenzie, 2012 ). Resilience had a significant negative relationship with burnout (r = -0.52, p < 0.001), which confirms the findings of Liu et al. ( 2021 ). The war exacerbates emotional distress, increasing levels of guilt and depersonalisation (as found in qualitative data). This is supported by research in Syria (Sharifian et al., 2023 ), where teachers with higher resilience were better able to cope with trauma. At the same time, our findings show that women are more vulnerable to war-related factors (Tsybuliak et al., 2023 ), which explains the high rates of emotional exhaustion (M = 3.8) in our predominantly female sample (82%). Teachers take on the roles of tutors and crisis consultants (Velykodna et al., 2023 ), which increases stress but can also stimulate resilience through social support. It acts as a buffer against stress, which is supported by both qualitative data and research on preschool teachers in Ukraine. Thus, social support and resilience have been identified as protective factors (Smidt et al., 2024 ), and the school’s ability to reorganise work, and support from colleagues and administration, are critical to reducing burnout (Velykodna et al., 2023 ). Limitations of the research The main limiting factors of the research are that the sample is limited to teachers who had access to in-service training courses, which may affect the generalisability of the results. The teachers from the most dangerous regions were not included due to their physical or technological inaccessibility. Conclusions Educators face unique challenges in the context of martial law in Ukraine: constant stress, security threats, increased workload due to changes in the educational process and the emotional consequences of working with children experiencing trauma. The study found that resilience is a key factor in reducing professional burnout: teachers with high resilience demonstrate a 52% lower level of emotional exhaustion (r = -0.52, p < 0.001). Optimism has the strongest protective effect against professional burnout (r = -0.55, p < 0.001), while strength correlates less strongly with burnout. Social support and psychological reinforcement act as mediators that enhance the positive impact of teachers’ resilience. The military context introduces unique stress factors: feelings of guilt due to the inability to protect students, the need to perform new roles (tutor, crisis consultant), which increases emotional stress (qualitative data). The results can be used to develop psychological support programs for teachers. It is relevant to include modules on psychological resilience in teacher training programs. The prospect of further research is the inclusion of teachers from the most dangerous regions, a comparative analysis of research on the resilience of teachers in other countries experiencing conflicts. Therefore, resilience is not only an individual trait, but also the result of systemic support. In wartime, investing in the psychological resources of teachers becomes a matter of national security, because they shape the future generation of Ukraine. 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V., Pisotska, L. S., & Savchenko, M. S. (2025). Resilience of preschool educators during wartime: Theoretical and empirical analysis. Current Issues in Modern Science (Series "Pedagogy," Series "Law," Series "Economics," Series "Public Administration," Series "Engineering," Series "History and Archaeology") , (3(33)), 972–982. https://doi.org/10.52058/2786-6300-2025-3(33)-972-982 Smidt, W., Karpenko, O., Czepil, M., & Embacher, E. M. (2024). Predictors of burnout of preschool teachers working in the warzone Ukraine. Early Childhood Research Quarterly , 68 , 169-179. https://doi.org/10.1016/j.ecresq.2024.05.002 Southwick, S. M., & Charney, D. S. (2012). The science of resilience: Implications for the prevention and treatment of depression. Science, 338 (6103), 79–82. https://doi.org/10.1126/science.1222942 Thomson, S., & Hillman, K. (2020). The teaching and learning international survey 2018. Australian report volume 2: Teachers and school leaders as valued professionals. Australian Council for Educational Research. https://research.acer.edu.au/talis/7 Tsybuliak, N., Suchikova, Y., Shevchenko, L., Popova, A., Kovachev, S., & Hurenko, O. (2023). Burnout dynamic among Ukrainian academic staff during the war. Scientific Reports , 13 (1), 17975. http://dx.doi.org/10.1038/s41598-023-45229-6 Ungar, M. (2013). Resilience, trauma, context, and culture. Trauma, violence, & abuse , 14 (3), 255-266. https://doi.org/10.1177/1524838013487805 Velykodna, M., Mishaka, N., Miroshnyk, Z., & Deputatov, V. (2023). Primary Education in Wartime: How the Russian Invasion Affected Ukrainian Teachers and the Educational Process in Kryvyi Rih. Revista Romaneasca Pentru Educatie Multidimensionala , 15 (1), 285-309. https://doi.org/10.18662/rrem/15.1/697 Wilss, L., Pillay, H. K., & Goddard, R. (2005). Well-being, burnout and competence: Implications for teachers. Australian journal of teacher education , 30 (2), 21-31. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7327844","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":497739198,"identity":"32a71529-de45-4237-aba6-bea9ac671cf2","order_by":0,"name":"Margarita Shkabarina","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA0ElEQVRIiWNgGAWjYDACCTYGZiDFw8DAfICxgUQtbAkQLWxEagHpMiBOi/zstsTPBTX3ZMzZz3yTnLmHIY9fnoDzDO4cOyw941gxj2VP7jbJDc8YiiXbCNhiIJHeIM3DlsBjcACo5cEBhsQNxwg5bEZ682+ef0At5988A2vZT0gLw420Y9K8bUAtN3LYJDeAbCHkfYMbaWnWM/tAWp4ZW844IJE441gCIYelGd8u+JZgb3A++eHNngM2if3NBwi5DBVIkKZ8FIyCUTAKRgF2AADHg0N5GTs9zgAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0000-0002-9818-9723","institution":"Rivne Regional Institute of Postgraduate Pedagogical Education","correspondingAuthor":true,"prefix":"","firstName":"Margarita","middleName":"","lastName":"Shkabarina","suffix":""},{"id":497739199,"identity":"ea52aa96-0824-4f3c-b00a-46286482625e","order_by":1,"name":"Natalia Ternovyk","email":"","orcid":"https://orcid.org/0000-0002-1425-2423","institution":"Academician Stepan Demianchuk International University of Economics And Humanities","correspondingAuthor":false,"prefix":"","firstName":"Natalia","middleName":"","lastName":"Ternovyk","suffix":""},{"id":497739200,"identity":"11e5e928-7235-4ae0-a76c-945f0e2b9b59","order_by":2,"name":"Olena Yanytska","email":"","orcid":"https://orcid.org/0000-0003-4965-1720","institution":"Academician Stepan Demianchuk International University of Economics And Humanities","correspondingAuthor":false,"prefix":"","firstName":"Olena","middleName":"","lastName":"Yanytska","suffix":""},{"id":497739201,"identity":"d2663b1f-c8cc-4516-95c6-bcbdfab27fa9","order_by":3,"name":"Tetiana Kovbasiuk","email":"","orcid":"https://orcid.org/0000-0003-4551-3494","institution":"Rivne Regional Institute of Postgraduate Pedagogical Education","correspondingAuthor":false,"prefix":"","firstName":"Tetiana","middleName":"","lastName":"Kovbasiuk","suffix":""},{"id":497739202,"identity":"1b251eaf-cb05-4299-90d4-02425d8dbf5d","order_by":4,"name":"Yatsurik Alla","email":"","orcid":"https://orcid.org/0000-0003-3933-8503","institution":"Academician Stepan Demianchuk International University of Economics And Humanities","correspondingAuthor":false,"prefix":"","firstName":"Yatsurik","middleName":"","lastName":"Alla","suffix":""}],"badges":[],"createdAt":"2025-08-08 13:47:31","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-7327844/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7327844/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":88753978,"identity":"394cedce-e8ed-43f5-b884-0cccf0987b95","added_by":"auto","created_at":"2025-08-11 07:05:46","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":51477,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eHeatmap of correlations between resilience and professional burnout of teachers under martial law\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7327844/v1/4124b99b3c3a8c334c86e836.png"},{"id":88756594,"identity":"eac2e30e-ca1b-4432-93de-86ae9a066897","added_by":"auto","created_at":"2025-08-11 07:21:46","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":112871,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eThematic map of key factors of resilience and burnout\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-7327844/v1/6bb7070825bb05685db20d72.png"},{"id":88756630,"identity":"b7896827-db28-4508-935c-95e00567e68d","added_by":"auto","created_at":"2025-08-11 07:21:51","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":847905,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7327844/v1/1f69c08b-f65e-48fd-a95d-c64425813694.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eEmotional Burnout of Teachers Under Martial Law: The Role of Resilience in Maintaining Professional Health\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe professional activity of educators has been subject to serious challenges in the context of martial law in Ukraine since the beginning of 2022. It is accompanied by a high level of emotional tension, stress and an increased risk of developing emotional burnout syndrome. Military operations, uncertainty of the future, responsibility for the health and lives of students, and a constant threat to security create additional psychological stress that affects the emotional state of teachers. According to the International Human Resources Portal (2023), 64% of Ukrainians experience emotional burnout. Furthermore, 22% of them consider job dissatisfaction as the main reason. A study by GoGlobal (\u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e) shows that 54% of educators have noticed signs of professional burnout after a full-scale invasion, and 46% of teachers need psychological and methodological support.\u003c/p\u003e\n\u003cp\u003eEmotional burnout in the educational environment has serious consequences for both teachers and the quality of the educational process in general. For example, the war in Yemen has had a negative impact on education, causing displacement, discrimination, exploitation of children, destruction of their physical and mental health, and humiliation of teachers’ dignity. The research (Muthanna et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e) has shown that conflicts lead to the normalisation of negative behaviour, which underscores the importance of studying teachers' resilience in crisis conditions. Emotional burnout leads to a decrease in the quality of teaching, worsens relationships with students because of a loss of patience and empathy, increases staff turnover and leads to professional exhaustion. In addition, burnout reduces teachers’ motivation to improve their skills and negatively affects their mental and physical health, increasing the risk of developing psychosomatic illnesses and depression. The overall impact of burnout extends to the entire school community, which reduces the effectiveness and resilience of the educational system. Therefore, the study of the impact of resilience on emotional burnout of teachers during the military operations is relevant not only to identify key factors of stress resistance, but also to develop practical recommendations for maintaining psycho-emotional balance in times of crisis.\u003c/p\u003e\n\u003cp\u003eTherefore, \u003cem\u003ethe purpose of this study\u003c/em\u003e is to investigate how resilience affects the ability of teachers to withstand stress and burnout under martial law.\u003c/p\u003e\n\u003cp\u003eThe main \u003cem\u003etasks\u003c/em\u003e that emerge from the relevance of the topic are:\u003c/p\u003e\n\u003cp\u003e\u003cspan\u003e1. To analyse the factors contributing to the development of emotional burnout under martial law (based on the CD-RISC-25 and MBI-10 scales).\u003cbr\u003e\u003c/span\u003e\u003cspan\u003e2. To investigate the correlations between resilience (confidence, optimism, strength) and burnout components (emotional exhaustion, depersonalization, personal achievements).\u003cbr\u003e\u003c/span\u003e\u003cspan\u003e3. To study the subjective experience of teachers through semi-structured interviews to interpret quantitative results.\u003cbr\u003e\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003eThe \u003cem\u003ehypothesis of the study\u003c/em\u003e is that the level of teachers’ resilience is negatively correlated with the level of emotional burnout under martial law.\u003c/p\u003e\n\n\n\n\n\n\n\n\n\n\n\n\n"},{"header":"References review","content":"\u003cp\u003e\u003cem\u003e1. Professional burnout\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThe term ‘emotional burnout’ is officially recognised and first introduced into the practice of psychology by G. Freudenberger, who associated it with fatigue, frustration and general mood deterioration in 1974 (Freudenberger, \u003cspan class=\"CitationRef\"\u003e1974\u003c/span\u003e). The modern pedagogical context considers the work of a teacher to be the most human-to-human profession with a high probability of burnout (Krasyuk \u0026amp; Mandrona, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). It is important to note that emotional burnout is an acquired stereotypical reaction, especially in a professional context, and has its own characteristic symptoms, the number of which exceeds one hundred (Emotional burnout of educators, 2016, p. 8).\u003c/p\u003e\u003cp\u003eThe American psychologists Maslach \u0026amp; Jackson (\u003cspan class=\"CitationRef\"\u003e1981\u003c/span\u003e) define burnout syndrome as a three-dimensional construct that includes emotional exhaustion, depersonalization and reduction of personal identity. Researcher Maher (\u003cspan class=\"CitationRef\"\u003e1983\u003c/span\u003e) adds physical exhaustion, psychosomatic malaise, sleep disturbances, negative attitude to work, etc. to the list of symptoms of ‘emotional burnout’.\u003c/p\u003e\u003cp\u003eThe development of emotional burnout is determined by various factors, including individual characteristics such as ability to work, young age, marital status and gender.\u003c/p\u003e\u003cp\u003eIn general, emotional burnout syndrome occurs not only in the process of fulfilment of work duties, but also goes beyond the working day, which negatively affects the psychophysical state of educators (Krasiuk \u0026amp; Fedorchenko, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e, p. 171).\u003c/p\u003e\u003cp\u003eTeaching is considered to be a particularly psychologically challenging job, leading to relatively high rates of teacher burnout (Fernet et al., \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e; Kyriacou, \u003cspan class=\"CitationRef\"\u003e2001\u003c/span\u003e; Redín \u0026amp; Erro-Garcés, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). International research shows that teachers consistently suffer from burnout, psychological distress, anxiety, depression, fatigue, decreased self-confidence, and deterioration of personal relationships (García-Carmona et al., \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; Thomson \u0026amp; Hillman, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). Symptoms of burnout have been found to occur in approximately 30–40% of teachers and have numerous serious consequences (García-Carmona et al., \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). According to the results of the study by Kyrian, Nikolaesku, Stepanova, and Nenko (\u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e), 38.3% of teachers surveyed in Ukraine in 2020 had a high level of emotional exhaustion, 40.0% of respondents noted a high level of depersonalization, and 46.5% of teachers had a high level of reduction in personal achievement. The study by Shkabarina et al. (\u003cspan class=\"CitationRef\"\u003e2025\u003c/span\u003e) notes that 64.76% of teachers in preschool education institutions in Ukraine demonstrated a low level of psychological resilience, 18.1% of respondents had an average level, and 17.14% showed a high level of psychological resilience. However, there is currently a lack of research on burnout and its predictors among teachers of general secondary education institutions under martial law in Ukraine.\u003c/p\u003e\u003cp\u003e\u003cem\u003e2. Resilience of teachers\u003c/em\u003e\u003c/p\u003e\u003cp\u003eDespite the growing number of research on the concept of resilience, there is still no general consensus on its conceptualization (Naglieri, LeBuffe \u0026amp; Ross, \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e). Early research on resilience focused on its interpretation as an individual capacity and studied children who successfully overcame serious difficulties and adverse conditions (Garmezy, \u003cspan class=\"CitationRef\"\u003e1985\u003c/span\u003e). Due to this perspective, resilience is a dynamic interaction of risk and protective factors, which can be both internal and external to the individual (Benard, \u003cspan class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eModern approaches define resilience as the ability and dynamic process of adaptive coping with stress and adverse conditions while maintaining normal psychological and physical functioning (Russo et al., \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e; Rutter, 2012; Southwick \u0026amp; Charney, \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e; Herrman et al., \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e). Social support and optimism as significant predictors of resilience play an important role in building it. At the same time, psychological stress can have a negative impact on resilience, especially for those who experienced traumatic events in childhood (Herrman et al., \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eBeltman, Glass, Dinham, Chalk, and Nguyen (\u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e) note that teachers’ resilience is a process of interaction of individual and contextual factors that leads to positive adaptation, which is reflected in increased well-being, job satisfaction, and reduced burnout. The resilience of teachers is the result of a complex interaction of individual risk factors (altruistic motives and high self-efficacy) and protective factors (Beltman, Mansfield, \u0026amp; Price, \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e). Mansfield, Beltman, Price, and McConney (\u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e) identified four main dimensions of teachers’ resilience, including: professional factors: commitment, organisation and preparation, effective teaching skills, adaptability, and reflection; social factors: strong interpersonal and communication skills, problem solving, developing support and relationships, and seeking help; motivational factors: optimism, perseverance, focus on improvement, self-efficacy, realistic planning and motivation support; emotional factors: sense of humour, ability not to take things personally, regulation of emotions, coping skills, self-care and well-being (Mansfield et al., \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eHigh levels of well-being, job satisfaction, and low levels of burnout indicate positive teachers’ adjustment (Bobek, \u003cspan class=\"CitationRef\"\u003e2002\u003c/span\u003e; Ghanizadeh \u0026amp; Jahedizadeh, \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e; Mansfield et al., \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). They determine whether a teacher prospers in their career, survives, or leaves it (Beltman, Mansfield, \u0026amp; Price, \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e). It has been proven that well-being is a key factor in retaining teachers in the profession, while low levels of well-being contribute to staff outflow (Acton \u0026amp; Glasgow, \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe Ungar model (Ungar et al., 2013) is an effective tool for studying teacher resilience, which emphasises the importance of using available resources to overcome difficulties (Beltman et al., \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e; Mansfield et al., \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). These resources can be both internal (self-efficacy, stress resistance) and external (support from colleagues, administration, family) (Abubakar et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e"},{"header":"Materials and methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eSample and research procedure\u003c/h2\u003e\u003cp\u003eThe study aims to identify the relationship between resilience and professional burnout of teachers under martial law. According to the Ministry of Education of Ukraine (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), 349,698 teachers work in general secondary education institutions in the 2024\u0026ndash;2025 academic year. The size of the representative sample is 384 people, that was calculated using an online calculator (SurveyMonkey) with the following parameters: confidence level \u0026ndash; 95%, error \u0026ndash; 5%.\u003c/p\u003e\u003cp\u003e\u003cem\u003eThe sample\u003c/em\u003e was formed by the method of purposive selection among teachers who took in-service training courses at regional institutes of postgraduate pedagogical education. Teachers from five regions took part in the study: Rivne, Khmelnytskyi, Kyiv, Sumy and Dnipro regions. Among them: 82% are women, 18% \u0026minus; men; 44% are from urban schools, 56% are from rural schools; 30% are from regions that are constantly under the threat of shelling. The average age of the participants was 42 years (SD\u0026thinsp;=\u0026thinsp;8.5), and the average length of service was 15 years (SD\u0026thinsp;=\u0026thinsp;7.2).\u003c/p\u003e\u003cp\u003e\u003cem\u003eProcedure\u003c/em\u003e. The study was conducted from September 2024 to January 2025. The questionnaires with diagnostic scales (CD-RISC-25 and MBI-10) were sent to 500 teachers\u0026rsquo; email addresses during their training courses. All participants were guaranteed anonymity and confidentiality. 384 fully completed questionnaires were received out of the 500 participants (response rate is 77%). The average time to complete the questionnaire was 15 minutes.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eMethods\u003c/h3\u003e\n\u003cp\u003eResilience was assessed using the adapted Ukrainian version of the Connor-Davidson Resilience Inventory (CD-RISC-25). The scale includes 25 items grouped into three subscales: confidence, optimism, and strength. Responses were rated on a 5-point Likert scale (1 = \u0026lsquo;completely irrelevant to me\u0026rsquo;, 5 = \u0026lsquo;completely relevant\u0026rsquo;). Reliability of the CD-RISC-25 subscales in the sample: confidence (α\u0026thinsp;=\u0026thinsp;0.78), optimism (α\u0026thinsp;=\u0026thinsp;0.82), strength (α\u0026thinsp;=\u0026thinsp;0.71). Overall reliability of the scale: α\u0026thinsp;=\u0026thinsp;0.87. The scale was adapted into Ukrainian language to take into account cultural peculiarities.It was also tested for clarity through pilot testing on a sample of 30 teachers.\u003c/p\u003e\u003cp\u003eProfessional burnout was studied using a shortened version of the Maslach Burnout Inventory (MBI-10), which includes 10 items in three subscales: emotional exhaustion, depersonalization, and personal achievement. Reliability of the MBI-10 subscales: emotional exhaustion (α\u0026thinsp;=\u0026thinsp;0.84), depersonalization (α\u0026thinsp;=\u0026thinsp;0.73), personal achievement (α\u0026thinsp;=\u0026thinsp;0.68).\u003c/p\u003e\u003cp\u003eSemi-structured interviews were conducted for in-depth interpretation of the results. They involved 15 teachers from the quantitative sample, selected on the principle of maximum variability (age, length of service, region, school location, level of resilience, work experience during the war (from 1 to 3 years). The questions focused on the work experience during the war, coping strategies and understanding of resilience.\u003c/p\u003e\n\u003ch3\u003eTools and analysis procedure\u003c/h3\u003e\n\u003cp\u003eThe IBM SPSS 25.0 package was used to process the data on the diagnostic scales (CD-RISC-25 and MBI-10). The relationship between variables was investigated using Pearson\u0026rsquo;s correlation analysis and multiple regression. The reliability of the scales was assessed using Cronbach\u0026rsquo;s α coefficient.\u003c/p\u003e\u003cp\u003eSemi-structured interviews were conducted via Google Meet (average duration: 35 minutes). The analysis was carried out using thematic analysis (Braun \u0026amp; Clarke, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) in the MAXQDA software environment. Two independent researchers agreed on the identified themes (intercoder agreement: κ\u0026thinsp;=\u0026thinsp;0.82) to increase the reliability of coding.\u003c/p\u003e\n\u003ch3\u003eEthical criteria\u003c/h3\u003e\n\u003cp\u003e Ethics committee approval was obtained from the University Ethics Committee for the evaluation and execution of the study (date: 23.05.2024 protocol no: 05/14).\u003c/p\u003e\u003cp\u003e The study was conducted in compliance with the basic ethical principles that ensured the protection of the rights and interests of the respondents. The introductory note to the questionnaires informed teachers about the anonymity and confidentiality of their answers, as well as the voluntary nature of their participation in the study. In addition, they were informed about the general aims of the study, excluding further details that might affect their impartiality.\u003c/p\u003e\u003cp\u003e Semi-structured interviews were recorded with the consent of the participants, transcribed and anonymised. All participants had the right to end the interview at any time. The data was stored anonymously, with access only for members of the research team.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe results of the study of teachers\u0026rsquo; resilience according to the Connor-Davidson scale (CD-RISC-25) are presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe level of resilience of teachers under martial law\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFactor\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMedium (M)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStandard deviation (SD)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMinimum\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eMaximum\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eGeneral resilience\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e68.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e12.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e121\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eConfidence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e23.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e35\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOptimism\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e24.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStrength\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e20.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e5.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThus, the highest indicators of resilience are observed in the subscale \u0026lsquo;optimism\u0026rsquo; (M\u0026thinsp;=\u0026thinsp;24.6), the lowest \u0026ndash; in the subscale \u0026lsquo;strength\u0026rsquo; (M\u0026thinsp;=\u0026thinsp;20.2). The overall average resilience score (68.3 out of 125 possible) indicates a moderate level of teachers\u0026rsquo; adaptive resources. Despite the high level of optimism, the data indicate that teachers experience a shortage of internal resources (strength) to overcome stress, which may be due to prolonged work under martial law.\u003c/p\u003e\u003cp\u003eThe results of the study of the level of professional burnout of the teachers according to the MBI-10 scale are presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe level of professional burnout of the teachers under martial law\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFactor\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMedium (M)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStandard deviation (SD)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLevel\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eEmotional exhaustion\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e3.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e1.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eDepersonalization\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMedium\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003ePersonal achievement\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLow\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe results of the MBI-10 scale (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e) confirm that emotional exhaustion is the dominant aspect of burnout (M\u0026thinsp;=\u0026thinsp;3.8). Depersonalization (M\u0026thinsp;=\u0026thinsp;2.9) is at an medium level, indicating a partial loss of emotional connection with students. Personal achievement (M\u0026thinsp;=\u0026thinsp;2.2) demonstrates a low level, which reflects a decrease in professional self-efficacy. The high level of emotional exhaustion highlights the critical need for psychological support programmes for teachers.\u003c/p\u003e\u003cp\u003ePearson\u0026rsquo;s correlation analysis was used to test the relationship between resilience and the components of professional burnout. The results are presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e and Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eCorrelations between resilience and burnout components\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eParameters\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmotional exhaustion\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDepersonalization\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePersonal achievements\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eResilience\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e-0.52\u003c/b\u003e*\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e-0.41\u003c/b\u003e*\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e0.38\u003c/b\u003e*\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eConfidence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e-0.48***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e-0.32**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.29**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOptimism\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e-0.55***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e-0.37***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.41***\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStrength\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e-0.31**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e-0.24*\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.18\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eNotes:\u003c/h2\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003e\u003cem\u003e*p\u0026thinsp;\u0026lt;\u0026thinsp;0.05; **p\u0026thinsp;\u0026lt;\u0026thinsp;0.01; ***p\u0026thinsp;\u0026lt;\u0026thinsp;0.001.\u003c/em\u003e\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e\u003cem\u003eNegative coefficients indicate an inverse relationship, while positive coefficients indicate a direct relationship.\u003c/em\u003e\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e and Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e show that optimism has the strongest negative correlation with emotional exhaustion (r = -0.55). Strength correlates weakly with personal achievement (r\u0026thinsp;=\u0026thinsp;0.18, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026gt;\u0026thinsp;0.05). The strong negative correlation between general resilience and emotional exhaustion (r = -0.52, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001) confirms that teachers with higher adaptive resources are less susceptible to exhaustion. Depersonalisation also decreases with increasing resilience (r = -0.41, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), indicating that teachers maintain an emotional connection with students. Optimism has the strongest protective effect against emotional exhaustion (r = -0.55, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Confidence correlates with increased personal achievement (r\u0026thinsp;=\u0026thinsp;0.29, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), which emphasises the role of self-efficacy in professional fulfilment. Strength is less strongly related to burnout, which may indicate its less significant role in conditions of chronic stress (war). The relationship of strength with personal achievement is statistically insignificant (r\u0026thinsp;=\u0026thinsp;0.18, p\u0026thinsp;\u0026gt;\u0026thinsp;0.05), which requires further research.\u003c/p\u003e\u003cp\u003eThe further multiple regression analysis showed that resilience remains the key predictor of burnout reduction even after controlling for age, work experience, and region (β = -0.47, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). This confirms that the identified correlations have not only statistical but also practical significance.\u003c/p\u003e\u003cp\u003eThe qualitative analysis of 15 semi-structured interviews revealed three key themes related to resilience and burnout of teachers.\u003c/p\u003e\u003cp\u003e\u003cem\u003eTheme 1: Resilience as a mechanism of adaptation.\u003c/em\u003e Participants described resilience as the ability to find resources to overcome stress, even in critical conditions. For example, \u003cem\u003e\u0026lsquo;Optimism is not about everything being fine, but about searching for solution\u0026rsquo;\u003c/em\u003e (female, 38, urban school); \u003cem\u003e\u0026lsquo;When I see children laughing, it gives me strength to keep working, even during air raids\u0026rsquo;\u003c/em\u003e (male, 45, rural school). Teachers emphasised rational optimism and emotional connection with students as sources of strength. This is consistent with the quantitative data, where optimism had the highest scores among the resilience subscales.\u003c/p\u003e\u003cp\u003e\u003cem\u003eTheme 2. The impact of war on professional health.\u003c/em\u003e The war increased emotional stress, causing feelings of guilt and depersonalisation. \u003cem\u003e\u0026lsquo;I feel guilty because I cannot protect my students, it causes exhaustion\u0026rsquo;\u003c/em\u003e (female, 50, frontline area). \u003cem\u003e\u0026lsquo;Depersonalisation is an attempt to block out the pain, but it destroys the connection with students\u0026rsquo;\u003c/em\u003e (female, 41, urban school). The qualitative data revealed a unique factor \u003cem\u003e\u0026ndash;\u003c/em\u003e guilt, which was not included in the quantitative MBI-10 scale. This explains the high emotional exhaustion scores (M\u0026thinsp;=\u0026thinsp;3.8) in the quantitative data.\u003c/p\u003e\u003cp\u003e\u003cem\u003eTheme 3. The role of social support.\u003c/em\u003e Colleagues, family, school administration act as a buffer against stress. \u0026lsquo;Our school team is my buffer against stress. We share resources and funny stories\u0026rsquo; (male, 37, urban school).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe findings confirm that resilience is a key factor in reducing burnout of teachers under martial law. This is in line with previous studies that indicate a link between burnout and lower teaching quality (Flook et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Naghieh et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Wilss, Pillay \u0026amp; Goddard, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2005\u003c/span\u003e; Radka, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Our study extends these findings and demonstrate that resilience not only reduces emotional exhaustion but also supports personal achievement, which is especially critical in the face of chronic stress.\u003c/p\u003e\u003cp\u003eBoth individual and organisational resilience play a crucial role in mitigating the effects of occupational stress (Lai-Kuen Lo, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Richards et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Our findings highlight that optimism (the highest component of resilience, M\u0026thinsp;=\u0026thinsp;4.1) is a key resource for teachers working in war zones. This is consistent with research on teachers from disadvantaged communities (Day \u0026amp; Hong, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) and those who work with children with special needs (Mackenzie, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Resilience had a significant negative relationship with burnout (r = -0.52, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), which confirms the findings of Liu et al. (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe war exacerbates emotional distress, increasing levels of guilt and depersonalisation (as found in qualitative data). This is supported by research in Syria (Sharifian et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), where teachers with higher resilience were better able to cope with trauma. At the same time, our findings show that women are more vulnerable to war-related factors (Tsybuliak et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), which explains the high rates of emotional exhaustion (M\u0026thinsp;=\u0026thinsp;3.8) in our predominantly female sample (82%). Teachers take on the roles of tutors and crisis consultants (Velykodna et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), which increases stress but can also stimulate resilience through social support. It acts as a buffer against stress, which is supported by both qualitative data and research on preschool teachers in Ukraine. Thus, social support and resilience have been identified as protective factors (Smidt et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), and the school\u0026rsquo;s ability to reorganise work, and support from colleagues and administration, are critical to reducing burnout (Velykodna et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003eLimitations of the research\u003c/h2\u003e\u003cp\u003eThe main limiting factors of the research are that the sample is limited to teachers who had access to in-service training courses, which may affect the generalisability of the results. The teachers from the most dangerous regions were not included due to their physical or technological inaccessibility.\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusions","content":"\u003cp\u003eEducators face unique challenges in the context of martial law in Ukraine: constant stress, security threats, increased workload due to changes in the educational process and the emotional consequences of working with children experiencing trauma.\u003c/p\u003e\u003cp\u003eThe study found that resilience is a key factor in reducing professional burnout: teachers with high resilience demonstrate a 52% lower level of emotional exhaustion (r = -0.52, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Optimism has the strongest protective effect against professional burnout (r = -0.55, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), while strength correlates less strongly with burnout. Social support and psychological reinforcement act as mediators that enhance the positive impact of teachers\u0026rsquo; resilience. The military context introduces unique stress factors: feelings of guilt due to the inability to protect students, the need to perform new roles (tutor, crisis consultant), which increases emotional stress (qualitative data).\u003c/p\u003e\u003cp\u003eThe results can be used to develop psychological support programs for teachers. It is relevant to include modules on psychological resilience in teacher training programs.\u003c/p\u003e\u003cp\u003eThe prospect of further research is the inclusion of teachers from the most dangerous regions, a comparative analysis of research on the resilience of teachers in other countries experiencing conflicts.\u003c/p\u003e\u003cp\u003eTherefore, resilience is not only an individual trait, but also the result of systemic support. In wartime, investing in the psychological resources of teachers becomes a matter of national security, because they shape the future generation of Ukraine. Further steps should be aimed at transforming the educational environment into a space where resilience and empathy become the basis of the teacher\u0026rsquo;s professional identity.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data analyzed in the study can be obtained from the corresponding author when necessary.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no conflict of interest.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbubakar, A. M., Rezapouraghdam, H., Behravesh, E., \u0026amp; Megeirhi, H. A. (2022). 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Well-being, burnout and competence: Implications for teachers. \u003cem\u003eAustralian journal of teacher education\u003c/em\u003e, \u003cem\u003e30\u003c/em\u003e(2), 21-31. \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Rivne Regional Institute of Postgraduate Pedagogical Education","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"emotional burnout, resilience, martial law, pedagogical stress, social support, psycho-emotional well-being, teachers, stress resistance, crisis, pedagogical activity","lastPublishedDoi":"10.21203/rs.3.rs-7327844/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7327844/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cem\u003eThe increase in emotional burnout of teachers under martial law has a negative impact on their professional health and work efficiency. The study of resilience as a key factor for maintaining the psycho-emotional well-being of teachers is especially relevant for supporting their professional sustainability in crisis conditions. Therefore, the study aims to investigate the impact of resilience on the ability of teachers to withstand stress and emotional burnout during a full-scale war in Ukraine. The study used a mixed method: quantitative analysis of data of 384 teachers (using the CD-RISC-25 and MBI-10 scales) and qualitative analysis of 15 semi-structured interviews. The sample included teachers from different regions (Rivne, Khmelnytskyi, Kyiv, Sumy, and Dnipro regions). The results showed that resilience has a significant negative connection with emotional burnout (r = -0.52, p \u0026lt; 0.001). Optimism has the strongest protective effect (r = -0.55, p \u0026lt; 0.001). The war causes unique stress factors: guilt, depersonalization, and the need to take on new roles (tutor, crisis consultant). The qualitative data highlighted the importance of collective support and rational optimism as mechanisms\u003c/em\u003e \u003cem\u003efor the adaptation of teachers. The results can be used to develop institutional support mechanisms (trainings, psychological support, transformational leadership). The study proves that resilience is a key resource for maintaining the professional health of teachers in crisis conditions, and its formation should be a priority for Ukraine's educational policy.\u003c/em\u003e\u003c/p\u003e","manuscriptTitle":"Emotional Burnout of Teachers Under Martial Law: The Role of Resilience in Maintaining Professional Health","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-11 07:05:41","doi":"10.21203/rs.3.rs-7327844/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"635dc171-3a53-457a-9364-c2caf7fd9bb0","owner":[],"postedDate":"August 11th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":52877325,"name":"Educational Psychology"}],"tags":[],"updatedAt":"2025-08-11T07:05:41+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-11 07:05:41","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7327844","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7327844","identity":"rs-7327844","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}