The article is devoted to the study of resilience as a factor in preventing emotional burnout among teachers working in distance learning environments. The transition to distance learning requires not only mastering new technologies, but also restructuring familiar approaches to teaching, communicating with students, and organising the educational process. This experience has shown that flexibility and readiness for change are key skills in today’s world. At the same time, such intensive adaptation is associated with high emotional stress, which can lead to professional burnout. The relevance and novelty of the study lie in the fact that the analysis of resilience as a factor influencing the emotional burnout of teachers in the context of online learning corresponds to the current challenges of education and has practical significance for its prevention. Resilience and vitality are interrelated concepts, but the former involves actively overcoming difficulties, while the latter involves the ability to maintain inner balance under stressful conditions. The inclusion of these characteristics in the study provided a deeper understanding of the mechanisms for counteracting professional burnout. It has been established that distance learning has both advantages (flexibility, time savings) and problems (decreased student motivation, increased workload). Adaptation to the online format has helped reduce stress levels, but professional burnout remains a pressing issue. Resilience reduces burnout, although its average score among most participants indicates a need for further development. Resilience helps teachers not only to overcome stress, but also to find internal resources for professional and personal growth. Regular work on awareness of one's own emotions, development of self-regulation skills, and seeking support in the professional environment contribute to maintaining motivation and energy.
Bazilenko et al. (Tue,) studied this question.