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28Профессиональное выгорание в педагогической практике
Данько Ольга Александровна,
кандидат педагогических наук, доцент, кафедра иностранных языков № 1, Российский экономический университет им. Г.В. Плеханова E-mail: Danko.OA.@rea.ru
Еныгин Дмитрий Викторович,
кандидат педагогических наук, доцент, кафедра иностранных языков № 1, Российский экономический университет им. Г.В. Плеханова E-mail: Enygin.DV@rea.ru
Мидова Венера Олеговна,
кандидат психологических наук, доцент, кафедра иностранных языков № 1, Российский экономический университет им. Г.В. Плеханова E-mail: Midova.VO@rea.ru
Минасян Ева Тиграновна,
кандидат филологических наук, доцент, кафедра иностранных языков № 1, Российский экономический университет им. Г.В. Плеханова E-mail: Minasyan.ET@rea.ru
Васильева Светлана Владимировна,
старший преподаватель, кафедра иностранных языков № 1, Российский экономический университет им. Г.В. Плеханова, E-mail: Vasileva.SV@rea.ru
Социальная значимость профессии педагога, интенсивное развитие и совершенствование системы высшего образования обуславливают постоянный рост требований к личности преподавателя. Многочисленные исследования подтверждают, что педагогическая деятельность является одной из самых ответственных. Эмоциональный стресс, частые социальные контакты и высокий уровень ответственности за профессиональную деятельность вызывают у педагога склонность к психическому и физическому выгоранию. Синдром «профессиональное выгорание» оказывает существенное влияние на уровень мастерства и профессионализм преподавателя. В статье рассматривается актуальная психолого-педагогическая проблема «профессионального выгорания» в педагогической практике. Представлена общая характеристика синдрома «эмоционального выгорания» у педагогов, характеризующаяся постепенной утратой эмоциональной вовлеченности в профессиональную деятельность, нарастанием умственной и физической усталости, личностной отстраненности от содержания профессии. Приведены примеры психологических проблем педагогов и рекомендации по профилактике профессионального выгорания.
Ключевые слова: профессиональное выгорание, психология, педагогическая практика, образование, эмоциональная дисре-гуляция.
Introduction
The social significance of the teaching profession, the intensive development and improvement of the higher education system cause a constant increase in the requirements for the personality of the teacher. Numerous studies confirm that pedagogical activity is one of the most responsible and stressful. Emotional stress, frequent social contacts and a high level of responsibility for professional activities cause the teacher to have a tendency to mental and physical burnout. The syndrome of "occupational burnout" has a significant impact on the level of skill and professionalism of the teacher.
The first place in the number of published studies devoted to the problem of "occupational burnout" is occupied by works describing the activities of teachers. The analysis of psychological and pedagogical literature shows that teachers belonging to the category of specialists who are most subjected to burnout due to the specifics of their activities, are associated with a significant risk of developing the "occupational burnout" syndrome, and the formed phases of burnout lead to professional deformation of the personality. Teachers as a professional group are characterized with extremely low health indicators. It was found that after 10-15 years of teaching, the specialist is in the state of psychological crisis: exhaustion of the nervous system, the development of the syndrome "occupational burnout". [1].
Therefore, it is important to pay attention to the study of the features of "occupational burnout" of teaching staff and the active diagnosis of a dangerous syndrome, which in most cases proceeds without clear diagnostic criteria and active complaints. The above factors determined the choice of this research. The purpose of this survey is the theoretical and practical study of the features of "occupational burnout" in pedagogical practice and the development of recommendations for the prevention of "occupational burnout" syndrome and emotional devastation.
The term "burnout" was proposed by an American psychologist Herbert Freudenberger in 1974 to describe the demoralization, frustration and extreme fatigue observed by specialists working in the "man-man" profession system. V. Boyko understands emotional burnout as "a psychological defense mechanism developed by a person in the form of complete or partial exclusion of emotions in response to selected traumatic effects" [2].
In the modern world, despite the rapid development of technologies that can make our lives easier and more comfortable, the psychological burden on a person does not decrease. It is necessary to constantly integrate into a new life process, to learn and overcome the emerging difficulties, meet requirements and conditions of social life.
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Educational technologies in improving physical and mental health contribute to the emotional and intellectual development of a person and the formation of self-esteem, and also allow creating conditions for personal development, independent behavior, proac-tivity and creativity in various areas. In order to prevent excessive fatigue and psycho-emotional stress of teachers at a higher educational institution, it is important to practice frequent changes of activity. To prevent physical inactivity in the classroom, it is recommended to use various gaming and interactive technologies with the elements of physical activity as often as possible. [3]
Professional health is one of the main indicators of the "quality of professional life", as well as an important condition for the effectiveness of labor activity, which includes not only high productivity and quality of labor, but also their relationship with the efforts of the employee. In working conditions, health becomes a subjective value in itself for a working person and is an economic mechanism for improving the efficiency and quality of his/her work. [4]
Statistical data indicate that the "occupational burnout" syndrome leads to a decrease in productivity in teaching activities due to psychological disorders and depression. Therefore, an important task remains to create a healthy psychological climate in a higher educational institution, to study the causes of the development of the "occupational burnout" syndrome and to develop preventive measures that contribute to the elimination of negative phenomena.
The pedagogical process is saturated with a variety of stressful situations and factors that cause an increased emotional reaction. Each tense situation causes emotional stress, which can be presented in a passive-protective form (for example, tears) or an aggressive form (for example, screaming, nervous walking around the classroom, sharp knocking on the table). Such emotional reactions are observed both among young teachers and among specialists with extensive work experience. The experienced emotional stress can lead to a decrease in productivity, deterioration of empathy, a negative change in the structure of the teacher's personality, "occupational burnout". The consequence of the development of this syndrome is manifested in various disorders that affect different aspects of the labor process - professional activity, professional personality, professional interaction and communication. "Occupational burnout" also changes the style of the teacher's work.
Since future and working teachers are not aware of the possible consequences of emotional exhaustion, ways to prevent it, they do not worry about the formation of qualities that increase the level of resistance to stress. Therefore, professional problems seem insurmountable, and the quality of higher education does not reach the desired level. To identify possible ways 5 and directions of prevention of "occupational burnout" § means to find a significant mechanism for increasing £ productivity in the activity of a teacher. ° The first stage of "occupational burnout" is the dei! crease in self-esteem:
• negative emotions;
• detachment in relations with family members;
• state of anxiety, dissatisfaction;
The second stage of "occupational burnout" is loneliness:
• hostility, antipathy, irritation;
• no effective contact with the others.
The third stage of "occupational burnout" is emotional exhaustion:
• indifference to everything;
• lack of interest and motivation.
The theoretical basis of this research was the surveys of Russian and foreign scientists. The study of the features of "occupational burnout" was carried out using the following techniques:
1. Methodology "Diagnostics of the level of emotional burnout" edited by V.V. Boyko. The choice of this questionnaire is determined by the opportunity of identifying the degree of "occupational burnout", as well as the possibility of using it both for self-examination and in professional activities. This psychodiagnostic method provides information about the degree of development of the respondent's psychological defense in the form of emotional burnout. The methodology takes into account three stages of the development of "occupational burnout":1) tension; 2) resistance; 3) exhaustion. Based on the results of the stage of stress development - tension, resistance or exhaustion, we can assess their relative role or influence on the development of the "occupational burnout" syndrome.
The analysis of the results of "occupational burnout" of higher school teachers obtained by the method of "Diagnostics of the level of emotional burnout" V.V. Boyko. The study involved 30 teachers of the Pl-ekhanov Russian University of Economics. The data obtained were analyzed for the formation of stress phases: tension, resistance, exhaustion.
In the study of the severity of the stress phase in teachers, it can be noted that the majority of them have not formed a phase - 56.7% (17 people), however, 20% (6 people) are in the formation stage and 23.3% (7 people) have a phase formed. It is worth noting that the stress phase is a harbinger in the formation of "occupational burnout", and is manifested by four symptoms:
• anxiety
• dissatisfaction
• despair
• depression
Analyzing the indicators of the severity of the stress phase of resistance, in which the teacher tries to protect himself/herself from unpleasant impressions by emotional protection. The results are presented as a percentage. When analyzing the severity of the resistance phase in teachers, it can be noted that 66.7% (20 people) of teachers have a phase formed. At the stage of formation, 20% (6 people) of teachers are subjected, while 13.3% (4 people) of teachers have no signs of formation. The resistance phases are represented by the following symptoms:
• inadequate emotional response
• emotional and moral disorganization
• unwillingness to communicate
• reduction of professional responsibilities
The exhaustion phase is accompanied with a decrease in the overall energy and weakening of the nervous system. When analyzing the severity of the exhaustion phase in teachers, it should be noted that 16.6% (5 people) of teachers have a phase formed, 23.3% (7 people) are in the formation stage, while the remaining 60% (18 people) of teachers have not formed a phase.
The final phase of exhaustion is represented in the V.V. Boyko technique by four symptoms:
• emotional deficit
• emotional detachment
• personal detachment and depersonalization
• psychovegetative and psychosomatic disorders
According to the results of testing of teachers of Pl-
ekhanov Russian University of Economics, it is possible to say which stress phases have already formed or are in the process of formation, and which symptoms dominate.
2. Questionnaire on "burnout" MBI edited by K. Maslach and S. Jackson, adapted by N.E. Vodop-yanova. The test consists of 22 questions for which it is possible to calculate the values of 3 scales: emotional exhaustion (weakness, emptiness); depersonal-ization (superficiality, cynicism); reduction of personal achievements (underestimation).
Emotional exhaustion manifests itself in a feeling of emotional overstrain and exhaustion of personal emotional resources. The teacher feels that he/she cannot be devoted to the work as much as before. There is a feeling of emotional "emptiness", manifested by the occurrence of sudden nervous breakdowns.
Depersonalization manifests itself in the development of a negative, cynical attitude towards others. Communication becomes impersonal and formal. Emerging negative statements may at first be latent and expressed in internal limited irritation, which eventually manifests itself in the form of outbursts of irritation or conflict situations.
The decrease in personal achievements is manifested in dissatisfaction, a decrease in the value of activity, negative self-perception in the professional aspect. The teacher blames himself/herself for everything. His/ her professional and personal self-esteem is getting lower. He/she has a feeling of inadequacy and indifference to work. High values on the scale of emotional exhaustion and depersonalization, and low values on the scale of personal achievements indicate the presence of a high level of "occupational burnout".
The results of the study of the "occupational burnout" syndrome according to the MBI methodology in the adaptation of N.E. Vodopyanova in terms of emotional exhaustion, depersonalization and a decrease in personal achievements show that teachers are more susceptible to high fatigue, apathy, emotional emptiness in connection with professional activities. They often have to switch to formal relationships with colleagues. Almost half of the respondents have a low percentage of self-confidence and confidence in solving professional problems.
Our research has expanded the existing understanding of the problem of the development of the syndrome of "occupational burnout" in the pedagogical field. The research materials are useful for the development of differentiated comprehensive programs for the correction and prevention of the "occupational burnout" syndrome among higher school teachers. Conclusion
The syndrome of "occupational burnout" is dangerous with its consequences. If you do not pay attention to the signs of burnout that have appeared, then such major disorders as depression, nervous breakdowns, psychosomatic disorders, chronic fatigue, and many others will follow.
The present study includes the analysis of the scientific literature devoted to "occupational burnout" as a psychological phenomenon. Based on the theoretical analysis of the works of V.A. Abramov, V.V. Boyko, N.E. Vodopyanova, etc. "occupational burnout" appears to us as a syndrome that develops under the influence of chronic stress and leads to the exhaustion of energy, emotional and personal resources of a person.
It should be noted that "occupational burnout" is a psychological defense mechanism developed by a person in the form of complete or partial exclusion of emotions in response to selected traumatic effects." According to the results of the analysis, it was found that the characteristics of "occupational burnout" in the study group are that they more often perceive events as psychotraumatic. Inadequate emotional response is manifested in 57% due to the inability to influence the situation, causing dissatisfaction with themselves, professional activities, duties performed. Teachers are more likely to show emotional detachment (17%) and emotional deficit (13%). Indicators of exhaustion are evident in 27% of respondents, and 35% are in the formation stage.
Knowing the main factors and features of the "occupational burnout" syndrome in pedagogical practice, it is possible to determine the main directions of prevention at an early stage.
Prevention of the "occupational burnout" syndrome should be comprehensive and conducted in different forms. The main prevention of "occupational burnout" is knowledge of its existence and self-control.
It is worth noting the most significant recommendations for the prevention of "occupational burnout" in pedagogical practice:
1. Setting short-term and long-term goals. The first not only provides feedback, indicating that a person is on the right track, but also increases long-term motivation. Achieving short-term goals is the success that increases the degree of self-development. By the end of the academic year, it is very important to set aims that give pleasure.
2. Communication. When teachers analyze their feelings and share them with others, the probability of "occupational burnout" is significantly reduced or this process is less obvious. Therefore, teachers are recommended to share their feelings with colleagues and ask for social support.
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3. Using "time-outs". To ensure mental and physical well-being, "time-outs" are very important, i.e. rest from work and other loads.
4. Work-life Balance.
5. Frequent change of activity. To prevent physical inactivity in the classroom, it is recommended to use various gaming and interactive technologies with the elements of physical activity as often as possible.
6. Sport. There is a close relationship between body and mind. Chronic stress affects the human body, so it is very important to maintain a good athletic shape with the help of physical exercises and a rational diet.
7. Professional development. The knowledge gained while studying at the university quickly becomes obsolete. Thus, life-long learning prolongs life.
8. Self-control. The psychological foundations of self-regulation include the management of both cognitive processes and personality: behavior, emotions and actions. An important role is given to the process of self-knowledge, because knowing yourself, your needs and ways to meet them, the teacher can more effectively and rationally distribute his/her resources during each day, the whole module and the academic year.
9. Auto-training. Due to the fact that pedagogical work is associated with intensive communication with students and colleagues, it requires emotional and volitional regulation from the teacher. The use of self-training techniques allows a teacher to purposefully change his/her mood, well-being, which has a positive effect on his/her performance and health.
10.Psychocorrective work is needed (a set of psychological techniques used by psychologists to exert psychological influence on the behavior of a healthy person) in order to improve the teacher's adaptation to life situations; to relieve everyday external and internal stresses; to prevent and resolve conflicts that he/she faces.
Practice shows that the most stress-resistant is the
one who receives positive emotions and support in the
family, satisfaction from work and has a "hobby" that allows to feel that life is more than work. The risk of "burnout" is mitigated by a stable and attractive job that provides opportunities for creativity, professional and personal growth, satisfaction with the quality of life in its various aspects, the presence of diverse interests and promising life plans.
OCCUPATIONAL BURNOUT IN PEDAGOGICAL PRACTICE
Danko O.A., Enygin D.V., Midova V.O., Minasyan E.T., Vasileva S.V.
Plekhanov Russian University of Economics
The social significance of the teaching profession, the intensive development and improvement of the higher education system determine the constant growth of requirements for the teacher's personality. Numerous studies confirm that pedagogical activity is one of the most responsible. Emotional stress, frequent social contacts and a high level of responsibility for professional activities cause the teacher to be prone to mental and physical burnout. Syndrome "professional burnout" has a significant impact on the level of skill and professionalism of the teacher.
The article deals with the actual psychological and pedagogical problem of "occupational burnout" in pedagogical practice. A general characteristic of the "burnout" syndrome among teachers is presented and characterized as a gradual loss of emotional involvement in professional activity, an increase in mental and physical fatigue, personal detachment from the content of the profession. Examples of psychological problems of teachers and recommendations for the prevention of "occupational burnout" are given.
Keywords: occupational burnout, psychology, pedagogical practice, education, emotional dysregulation.
References
1. Abramov V.A. Investigation of emotional burnout syndrome at the stage of meta-reviews. Part 1 / V.A. Abramov, I.S. Aleksey-chuk, A.I. Alekseychuk // Journal of Psychiatry and Medical Psychology, 2008. - № 1 (18). -117-123 S.
2. Boyko V.V. Emotional burnout syndrome in professional communication. - St. Petersburg: Peter, 1999. - 382 p
3. Buzina Yu.N., Gavrilova E.A., Andryushchenko L.B., K Trosti-na.V. Actualization of health-saving technologies in the professional training of students // Theory and practice of physical culture / number ISSN: 0040-3601. 2020. pp. 24-26.
4. Maslach, C. & Leiter, M. P., (2000). Preventing Burnout and Building Engagement: A Complete Program for Organizational Renewal. San Francisco, CA: Jossey-Bass. 65. Maslach, C. (1998). A multidimensional theory of burnout. In C.L. Cooper (Ed.), Theories of organizational stress, Cop. 1998-85p. 66.
5. Maslach, C., & Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied and Preventive Psychology, 7, 63-74p.
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