PROFESSIONAL BURNOUT: PECULIARITIES OF THE PHENOMENON AND ITS IMPACT ON EMPLOYEE PERFORMANCE IN UNIVERSITIES

Abstract

The article examines the phenomenon of professional burnout as one of the pressing issues in contemporary occupational psychology. The relevance of the study is justified by the fact that increasing information load, multitasking, and high demands on specialists lead to chronic stress, emotional exhaustion, and decreased work performance (Boyko, 1999; Zhigulina, 2020). The historical foundations of the concept of “burnout” (Brill, 1984), the stages of its study, and modern interpretations (Aygorodsky, 2006; Chutko & Kozina, 2014) are analyzed, alongside the psycho-emotional, cognitive, and social components of professional burnout. Particular attention is given to the situation in Kazakhstan, where burnout is becoming increasingly relevant due to growing competition, digitalization, and excessive demands on both academic and professional activities (Zhigulina, 2020).

The article presents the results of an experimental study conducted among students and staff at Caspian University, which identified levels of emotional exhaustion, depersonalization, and reduced professional accomplishment. The study revealed that women and younger employees are more susceptible to burnout due to a combination of social and personal factors (Rudaleva & Kabasheva, 2014). Furthermore, high levels of professional burnout were found to be directly associated with job dissatisfaction, emotional instability, and decreased productivity (Zhigulina, 2020), emphasizing the critical importance of psychological support in contemporary professional environments.