GENDER ASPECTS OF THE PERCEPTION AND EXPERIENCEOF PROFESSIONAL BURNOUT AMONG TEACHERS:A HISTORICAL-COMPARATIVE STUDY
Bibliographic record
Abstract
The article presents a historical and comparative analysis of gender aspects of teachers’ professional burnout from the 19th century to the present day. The transformation of theoretical ideas about burnout in the context of feminisation of pedagogical profession, evolution of scientific approaches from biodeterministic to socio-cultural models, specifics of manifestation and risk factors of burnout in teachers of different genders are studied. Special attention is paid to the analysis of historical forms of structural discrimination and their influence on professional burnout. Stable gender differences in symptomatology are revealed: predominance of emotional exhaustion in women and depersonalisation in men. On the basis of historical and theoretical analysis, the authors substantiate the necessity of intersectional approach to burnout prevention, which takes into account the mutual influence of gender, professional and sociocultural factors. Recommendations for the development of gender-sensitive programmes for the prevention of professional burnout of teachers are proposed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".