Burnout is understood as a stable professional and personal deformation, which can be typical for teachers (Maslach, Schaufeli, 1993). Multilevel structure of burnout that include physiological, affective-cognitive, and behavioral dimensions was described (Perlman, Hartman, 1998). С. Maslach proposes a three-dimensional burnout model, including emotional exhaustion, depersonalization and reduction of personal achievements (Maslach, 2000; Schaufeli, Enzman, 1998). It is especially important to prevent burnout by effective using of self-regulation resources during the COVID-19 pandemic, when the level of stress increases (Samanta et al., 2020; Pascale, 2020).

The study was held in 50 teachers, who worked remotely during the self-isolation due to COVID-19 pandemic, and aimed to estimate the relationship between psychological resources of self-regulation and signs of reduced professional burnout in teachers during the COVID-19 pandemic.

. The assessment methods included: 1) Maddi’s “Hardiness survey”; 2) Hobfoll”s “SACS”; 3) Maslach’s “Burnout inventory”.

The results revealed that the teachers with high and medium burnout differ in terms of engagement as a component of hardiness (p=0,002). The teachers with less pronounced burnout syndrome have more developed involvement, which means that these teachers enjoy their own activities and, perhaps, this is what becomes a psychological resource and allows to overcome emotional exhaustion. There is an inverse relationship between such a sign of professional burnout as emotional exhaustion and involvement as a component of hardiness (r=- 0,521, p=0).

The results of the study can be applied to develop programs to improve the psychological well-being and performance of teachers working under stress due to COVID-19 pandemic.

No significant relationships.