Abstract
This study analyzes the phenomenon ofEnglish teachers’ professional burnout in the context of the modern school educational environment, emphasizing social support.The theoretical and methodological basis of the study was the multidimensional model of professional burnout and the stress-buffer concept of social support.The work used a digital horizontal research design using standardized psychometric methods.Assessment of professional burnout level was carried out using the Maslach Burnout Inventory — Educators Survey (MBI-ES), which allows for determining the severity of emotional exhaustion, depersonalization and professional success.The assessment of accepted social support was carried out using the multidimensional Scale of Perceived Social Support (MSPSS), which includes the support of family, friends and significant others in the professional environment.The sample of the study was formed by English teachers of general education schools of urban and rural districts with at least three years of teaching experience.Empirical data processing is based on the methods of descriptive statistics and Pearson’s correlation analysis.The results obtained confirm the importance of using multi-level strategies for the prevention of professional burnout, which involve combining practices aimed at maintaining individual psychological well-being with collegiate and institutionl support systems aimed at improving the professional well-being of teachers and improving the quality of the educational process.