The condition of mental burning out at teachers of the higher school in a context of professional success

At present, the problem of studying the origin and genesis ofthe mental burnout conditions of higher school teachers in the context of professional success (promotion) is undeveloped, which definesboth the urgency and the purpose of the present research. Using the theory of the functional psychological system of activity as amethodological basis (V.D. Shadrikov ), the research allowed us to establish the following tendencies testifying to the specific influenceof the professional work structure on its occurrence and genesis: 1. Formation of all the three phases of the teachers mental burnoutcondition is observed at early stages of professional development; and the peak of the burnout is characteristic for the stage of up to 5years long, except for associate professors. 2. There is a significant difference between the indicators in levels of their evidence at thephases of pressure and resistance, resistance and exhaustion of the mental burnout condition of higher school teachers, whichshows the discrepancy of the corresponding stages of duration of their professional activity with its phases and the professional workprojection on genesis. 3. The non-uniform character of development of the mental burnout condition of higher school teachers is observedin the sequence of changes of its phases. Higher school teachers and associate professors experience exhaustion of psychoemotionalresources and mental burnout missing the phase of tension, which testifies to its step-type behaviour. The exhaustion of thepsycho-emotional resources and mental burnout of higher school senior lecturers and professors are connected with the intense conditionsand content of their professional activity. 4. Asynchronous dynamics of all the three phases of mental burnout condition is observedin cases when the professional experience of senior lecturers and associate professors is 5-10 years, and is more expressed in thelatter. Asynchronous tension is also regular for teachers at all stages of their professional development (unlike senior lecturers), for associateprofessors whose professional experience does not exceeded 10 years (unlike senior lecturers), for associate professors with 5 to10, or over 10 years of professional work (unlike professors). Besides, a significantly high asynchronous exhaustion of the psychoemotionalresources of young teachers in comparison with senior teachers is registered

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