The relationship between subjective well-being and the phenomenon of professional burnout among preschool teachers

<p style="text-align: justify;"><strong>Context and Relevance.</strong> Professional burnout is a common problem among preschool teachers. An important factor in preventing burnout is increasing subjective well-being, which reflects internal comfort and satisfaction with various aspects of life, including professional life. <strong>Objective</strong>: to conduct an analysis aimed at identifying the relationship between subjective well-being and the phenomenon of professional burnout in preschool teachers. <strong>Hypothesis.</strong> A relationship exists between the severity of professional burnout signs and the level of subjective well-being in preschool teachers, manifested in a significant correlation between high burnout and low subjective well-being. <strong>Methods and materials.</strong> The study involved preschool teachers (N = 46), women aged 25 to 40 years, with 3 to 18 years of experience. The study utilized the following methods: K. Ryff's Psychological Well-Being Scale, M.V. Sokolova's Subjective Well-Being Scale, E. Diener's Life Satisfaction Scale, V.V. Boyko's Emotional Burnout Assessment (modified by E. Ilyin). Empirical data were processed using cluster analysis and Spearman's rank correlation coefficient. <strong>Results.</strong> Average scores for the components of respondents' psychological well-being were below established normative values. Participants have difficulty structuring their daily activities, are limited in their ability to control external conditions and take initiative to realize existing opportunities. They experience problems forming social connections, a lack of resources conducive to personal growth, and a tendency to experience emotional passivity and loss of interest in life. The study established a relationship between indicators of professional burnout and subjective well-being among preschool teachers, manifested in the following relationship: a high degree of emotional exhaustion and depersonalization correlates with indicators of life satisfaction. Correlation analysis reveals the presence of significant inverse relationships between indicators of psychological comfort and professional burnout. Increased emotional exhaustion and alienation lead to decreased indices of individual well-being, reflecting satisfaction with aspects of life. The calculated coefficients range from 0.389 to 0.778 (according to the Chaddock scale), confirming the existence of an inverse relationship of varying strength—from moderate to significant—between the life satisfaction parameters examined and symptoms of professional burnout. <strong>Conclusions.</strong> Increased emotional exhaustion, work frustration, and loss of motivation inevitably impair teachers' quality of life, reducing their satisfaction with their own well-being and perception of reality.</p>