CORRECTION OF PSYCHOPHYSIOLOGICAL STATUS AND PROFESSIONAL BURNOUT AMONG FEMALE TEACHERS THROUGH FITNESS

Abstract

Aim. The study aims to investigate the impact of physical fitness on psychophysiological well-being and the incidence of professional burnout among female teachers of mature age, focusing on the academic year’s dynamics. Materials and methods. The research sample comprised 40 female teachers, aged 40–45, engaged in middle-level teaching (grades 5–9). Participants were randomly allocated into two groups. The assessment of situational anxiety, as per the Spielberger methodology (Russian adaptation by Khanin), was conducted to evaluate the teachers’ physiological stress response. Personality traits were assessed using Eysenck’s EPI/A test. The psychoemotional state of the teachers was monitored over the academic year using the WAM method (well-being, activity, mood). Results. The study revealed that 70% of the surveyed female teachers exhibited a sedentary lifestyle, characterized by minimal physical activity and frequent mental stress due to various academic responsibilities. Despite the prevalence of physical inactivity, the majority of teachers in the main group maintained a relatively stable psychoemotional state over six months, as per the WAM questionnaire. The study found an increase in emotional burnout among teachers, with 13.7% of the teachers in the group experiencing “exhaustion” and 54.7 showing “resistance” to stress. Among the main group, the incidence of the “stress” phase of emotional burnout rose to 49.5%, alongside a slight increase in the “exhaustion” phase. Conclusion. The introduction of fitness classes during the academic year was found to contribute to the stabilization of the psychophysiological state of mature female teachers. This was achieved by reducing emotional stress and situational anxiety, thereby mitigating the risk of professional burnout.