CC BY
51
THE PROBLEM OF COMPETITIVENESS AND"BURNOUT SYNDROME”OF TEACHERS IN THE CONDITIONS OF CONTINUOUS EDUCATION
E. N. Pyarlaytine
The teacher's profession has a high level of emotional loading, which in combination with other factors can lead to a syndrome of emotional burnout. By using a set of measures in psychologist's work, we aim at the prevention of burnout, helping to preserve mental and physical health.
Key words: model of preschool education, emotional burnout, prevention of emotional burnout, professional competitiveness.
The work of a teacher is essentially marked by increased emotional stress loadings, which together with other factors, can lead to a syndrome of "emotional burnout". Nowadays, the problem of "burnout" of specialists in the education system is becoming even more relevant.
The term "emotional burnout" was introduced by the American psychologist
H. Fredenberg. "The syndrome of emotional burnout" is the state of emotional, intellectual, physical exhaustion, arising as a result of chronic stress at work. Development of this syndrome is characteristic firstly for three professions in the "person to person" system [1]. Christina Maslach, a social psychologist, defined this concept as a syndrome of physical and emotional exhaustion, including the development of a negative self-assessment, a negative relationship with work, and loss of understanding and empathy in relation to others. The syndrome of "burnout" is manifested in depression, in a feeling of fatigue and exhaustion, a lack of energy and enthusiasm, the loss of ability to see positive results of the work, and the negative attitude in the relation to work and life in general [1]. By the definition of
N. E. Vodopianova, it is a long-term stressful reaction caused by long-term professional stresses of average intensity. It can be considered as an aspect of personal regression, occurring under the influence of professional stresses [4]. V. V. Boyko considers "burnout" as the mechanism of psychological protection developed by a personality in the form of a complete or partial elimination of emotion, in response to the chosen psychologically damaging influences, and the acquired stereotype of emotional, most often professional behavior. The phenomenon of "burnout" is a partially functional stereotype, which allows a person to doze, and use energy resources economically. At the same time, there can be dysfunctional consequences when "burnout" has an adverse effect on the execution of professional tasks [3].
The problem of "emotional burnout" has social consequences, which are manifested in the following: (a) the emotional state of the specialist is transferred to other participants of educational process; (b) the negatively painted psychological condition of the teacher reduces the efficiency of the education and training of children, leading to a blocking of cerebration, and weakening the strong-willed potential of the child, [5]; (c) raising the proneness to conflict in relationships with colleagues, and parents of pupils; (d) promotion of the emergence and fixing in the character of the identity of the teacher and professional qualities of negative
418
features, ruined mental health, and high tension. It is noted that the reasons for the emergence of such conditions of emotional burnout in pedagogical activity may be: (a) very high emotional inclusiveness in work; (b) time frames of activity; (c) the increased responsibility for results at work; (d) inability to regulate one’s own emotional states; (e) lack of skills in communication, and the ability to get out of difficult situations of communication with children, parents, and administration.
When developing a set of actions directed at the prevention and overcoming of "emotional burnout", the educational psychologist in a preschool institution faces a number of tasks and objectives: (1) formation of competence in the area of the theory and practice of prevention and overcoming of "emotional burnout" and professional fatigue; (2) removal of negative experiences and their transformation into positive emotional states; (3) acquaintance of teachers and tutors with technicians of self-management and self-control of emotional states for the purpose of the prevention of possible consequences of a mental overstrain, and an optimum level of mental states in the conditions of professional activity; (4) discovery of creative potential, increase in working capacity and strengthening of the positive relationship with a profession.
Thus, application by the educational psychologist in its work of a package of measures on the prevention of "emotional burnout" promotes the teachers’ formation of the value-related orientations aimed at the preservation and strengthening of mental and physical health. That raises the possibility of competitiveness and success in professional activity.
Literature
Бабич О.И. «Личностные ресурсы преодоления синдрома профессионального выгорания
педагогов». - Кемерово, Кусбасс, 2003.
Библиотечка журнала «Весник образования» №7/2005 г.
Бойко В.В. «Энергия эмоций в общении: взгляд на себя и на других». - М.: Наука, 1996.
Водопьянова Н.Е. «Психодиагностика стресса». - СПб., «Питер», 2009.
Крылова Н.И. «Здоровьесберегающее пространство в ДОУ». - СПб., Издательство
«Учитель», 2008.
Translated from Russian by Znanije Central Translastions Bureas
419
