The article presents the results of the author's research conducted in the universities of the city of Novosibirsk. The author proceeds from the fact that the modernisation of education has an impact not only on the educational process as part of the optimisation of teaching, conditions and quality of education, but also on its participants, including teachers.

The implementation of the national project "Education", the transition to digital technologies in education, modern socio-political and economic realities lead to fundamental changes in the conditions for the functioning of higher educational institutions, an increase in the requirements for the quality of professional training and the emergence of new functions and responsibilities of teachers. Practice shows that innovations have both a positive and a negative impact on the educational environment and teachers themselves as key subjects in the implementation of educational activities. Based on the results of the analysis of the data collected during the field study, the author comes to the conclusion that professional burnout of a teacher as a response syndrome, manifested in exhaustion, reduced productivity, and depersonalisation, is a consequence of a system of factors. Based on the results of the study, the author considers a wide range of professional risks, highlighting the causes and managerial variables that contribute to the manifestation of professional burnout among teachers. The research tools allowed to determine the causes of professional burnout, the presence of symptoms and signs, the level of exhaustion, depersonalisation and reduction. The analysis of the data obtained led to the conclusion that the complication of the conditions of professional activity due to the action of a system of sociological factors leads to an increase in the number of teachers with a pronounced degree of professional burnout, regardless of the level of the position held, while the dependence of the degree of burnout on the experience of teaching was established. The areas of professional activity that are most vulnerable to deformations and possible measures for the prevention and overcoming of the professional burnout syndrome are also identified. It has been established that the professional burnout of teachers negatively affects the quality of the educational process, leads to problems in the staffing of universities and requires the development of managerial decisions to optimise the educational environment in order to minimise professional risks and reduce the negative impact of factors on the health and activities of university teachers.

sociological factors, higher education, education management, university professors, organisational culture, professional burnout, risks of professional burnout, education quality

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