Resources and Work Requirements Professional Motivation as Predictors of Teacher's Emotional Burn Out

Abstract The theoretical analysis of the concept of “emotional burnout” is carried out in retrospect, a modern concept of emotional burnout by Schaufeli, WB, De Witte, H. & Desart, S., its connection with the theory of self-determination (Ryan, Deci) and the model of requirements and work resources (Demerouti, Bakker, Nachreiner, & Schaufeli). The empirical part of the work presents the results of a study of the emotional burnout of teachers in the Moscow Region, the North Caucasus Federal District, and the city of Krasnoyarsk (No. = 632). Multiple regression analysis of the data showed that the strongest predictors of emotional burnout of teachers are external motivation and motivation, as well as job requirements related to workload, the presence of role conflicts, the complexity of the work, the need to make decisions. Internal motivation, work resources, represented by the presence of feedback to the employee about the results of the activity, clarity of the role, support of colleagues, have a negative relationship with emotional burnout. Using structural modeling, the mediator and moderator role of professional motivation for the relationship between work requirements and resources and emotional burnout was shown. The number of effects of the interaction of professional motivation and work requirements and resources in the context of emotional burnout are obtained: autonomous motivation supports work resources, the growth of autonomous motivation is associated with a decrease in the dependence of emotional burnout on environmental factors. Controlled motivation supports work requirements, the growth of controlled motivation is associated with increased emotional burnout depending on environmental factors.