THE ROLE OF PEDAGOGICAL MASTERY OF UNIVERSITY LECTURERS IN THE PREVENTION OF PROFESSIONAL BURNOUT

Abstract

The article explores the issue of professional burnout among university lecturers as one of the most common psycho-emotional risks in the modern educational environment. It emphasizes that under conditions of continuous educational reforms, increased professional demands, and psychological overload, chronic fatigue, emotional exhaustion, loss of motivation, and cynicism have become typical symptoms of the burnout syndrome. The three-component model of burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) is analyzed based on the concepts of C.Maslach, S. Jackson, and V. Boyko.Special attention is given to the role of pedagogical mastery in preventing emotional burnout.Pedagogical mastery is considered not only as a set of professional knowledge, skills, and abilities but also as a system of personal resources that ensure effective self-regulation, emotional resilience, reflective capacity, adaptability, and professional flexibility. The development of skills in self-awareness, planning, managing emotional states, and maintaining healthy professional boundaries is highlighted as a key factor in burnout prevention.The paper reviews current approaches to preserving the professional health of educators, including psychotraining, art therapy practices (e.g., isotherapy, symbol drama, fairy tale therapy), muscle relaxation techniques, autogenic training, sensory image reproduction, cognitive reframing, and self- esteem enhancement. The importance of implementing comprehensive psycho-prevention programs within in-service teacher training and professional development systems is substantiated. The need for an individualized approach to prevention efforts, particularly in identifying early signs of stress and crisis conditions, is emphasized.The article has practical relevance for educational administrators, school psychologists, novice lecturers, and all those interested in fostering a stable professional identity and ensuring psychological well-being in the academic setting.