Organizational prerequisites for burnout syndrome and professional involvement among teachers of educational institutions

<p style="text-align: justify;"><strong><span lang="EN-US">Context and relevance.</span></strong><span lang="EN-US"> The organization of work is a leading cause of both burnout syndrome and the possibility of its alternative, professional engagement. Identifying the organizational determinants of burnout and the conditions for engagement in teaching is an essential approach to preventing and overcoming staff turnover, reduced loyalty to the organization, and loss of health. <strong>Objective:</strong> to identify the organizational conditions that determine the degree of professional burnout and professional engagement among teachers in general education organizations in Russia. <strong>Hypothesis</strong>. The organization of a teacher's activities that does not take into account the teacher's basic needs for safety and respect creates the prerequisites for the manifestation of burnout syndrome. The lack of opportunities to fulfill the need for development and self-realization activates a destructive change in the teacher's state, distorting their professional involvement in burnout syndrome. <strong>Methods and materials. </strong>The study involved 125 teachers, 108 women and 17 men, with an average age of 43.04 years and a teaching experience of 17.707 years, from 19 general education organizations in 6 federal districts of the Russian Federation. <strong>Results. </strong>The results showed that the organization of activities in the pedagogical team has a powerful impact on the psyche of teachers. This is reflected in the transformation of the continuum of professional burnout — professional engagement. Ignoring the basic needs of teachers for safety and respect creates the preconditions for the manifestation of burnout syndrome. The lack of opportunities to fulfill the need for development and self-realization activates a destructive change in the teacher's state, deforming their professional engagement into burnout syndrome. <strong>Conclusions.</strong> It has been shown that it is necessary to minimize the performance of tasks that are not typical for a teacher's work, optimize the scheduling process, and improve the practice of evaluating staff incentives. It is also important to organize the training of the educational organization's management by including a course on the psychological foundations of management and personnel management in the curriculum. Additionally, it is necessary to explore opportunities to address the material and personal needs of teachers. The main focus should be on achieving tangible results in professional activities, such as high student performance on final exams and competitions.</span></p>