Psyhoemotional well-being of teacher: the role of psychotherapy in its formation

- Лунченко, Надія Вікторівна (orcid.org/0000 0002-4926-7115), Вознюк, А.В. (orcid.org/0000-0001-9417-7875) and Лисоконь, Ілля Олександрович (orcid.org/0000-0002 1722-1825) (2025) Psyhoemotional well-being of teacher: the role of psychotherapy in its formation «Перспективи та інновації науки (Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)», 10 (56). pp. 1684-1696. ISSN 2786-4952

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Abstract

The issue of teachers’ psychoemotional well-being has gained significant importance in educational psychology research, since the state of inner balance directly determines the effectiveness of professional activity, the quality of interaction with students and colleagues, as well as resilience to professional workload. The intensity of teaching activities, the increasing requirements for professional competence, and rapid changes in the educational process often lead to emotional exhaustion, loss of motivation, and the development of professional burnout. In this regard, the need arises for psychological tools that can enhance emotional resilience and support teachers’ personal resources. The purpose of the study is to identify the potential of positive psychotherapy for the formation and preservation of teachers’ psychoemotional well-being. The research methods are based on theoretical analysis of scientific sources, systematization and classification of psychotherapeutic techniques aimed at developing emotional stability, self-regulation, and psycho emotional well-being of educators, as well as on generalization of approaches to their integration into psychological support for educators. The results of the study demonstrated that the use of positive psychotherapy techniques promotes the development of self-regulation skills, the formation of positive thinking, a reduction in the level of emotional exhaustion, and an increase in satisfaction with professional activity. It was established that even short-term psychotherapeutic interventions with elements of positive psychotherapy have a positive impact on teachers’ emotional state, enhance their adaptability, and harmonize interpersonal relationships. The conclusions emphasize the significance of positive psychotherapy as an effective tool of psychological support for pedagogical activity. Its use creates conditions for maintaining psychoemotional well-being, increasing stress resilience, and preventing professional burnout. Future research may focus on identifying the most effective formats for integrating positive psychotherapy methods into the system of teacher training and support.

Item Type:	Article
Keywords:	psychoemotional well-being, teaching activity, positive psychotherapy, emotional resilience, professional burnout
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education
Divisions:	Ukrainian Scientific and Methodological Center of Applied Psychology and Social Work > Laboratory of Applied Psychology of Education
Depositing User:	н/співроб Надія Вікторівна Лунченко
Date Deposited:	13 Nov 2025 13:12
Last Modified:	13 Nov 2025 13:12
URI:	https://lib.iitta.gov.ua/id/eprint/747155

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