Emotional burnout syndrome (EBS) is a growing occupational health and social problem in the teaching profession. This article explores the historical background, theoretical models, epidemiological patterns, and social implications of burnout among teachers. International studies indicate that 40–60% of teachers experience symptoms of emotional exhaustion, while nearly one third show depersonalization and reduced professional accomplishment. The COVID-19 pandemic further intensified burnout due to increased workload and the shift to online teaching.

The findings reveal that professional overload, constant emotional labor, insufficient recognition, and lack of institutional support are major risk factors. Burnout leads to negative outcomes at the individual level, such as psychosomatic disorders and depression, as well as at the professional and societal levels, including reduced teaching quality, teacher attrition, and loss of trust in education.

The article emphasizes the urgent need for comprehensive preventive measures. Prioritizing teacher well-being through institutional support, governmental reforms, and international best practices is essential for sustaining education quality and national development.

emotional burnout; teachers; occupational stress; professional exhaustion; education system; depersonalization; emotional exhaustion; reduced personal accomplishment; teacher health; psychosomatic consequences; mental health; workload; educational reforms; stress management; teacher well-being.

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