The Correlation of Socio-Psychological Factors with “Burnout’’ Syndrome in Education.
The life intensification, the socio-political and socio-economic changes that nowadays are taking place in Ukraine, create new, more complex requirements to the employees of educational organizations that, of course, affect the psychological state of employees, cause the emotional stress emergence, the considerable amount of professional stress development. The pedagogical process requires a high level of knowledge, pedagogical skills, effective ways of learning and, firstly, a harmoniously developed personality of the educator. It is worth mentioning that pedagogical activity is one of the most responsible, and emotional stress, frequent social contacts, high level of pedagogical situations unpredictability and a number of organizational and individual factors cause the teacher's inclination to psychophysical burnout, that eventually leads to the educational process destabilization. The insufficient level of awareness among teachers about the peculiarities of the formation, consecution and consequences of occupational burnout causes many professionals to suffer from consumptive burnout symptoms. To reduce the negative impact of emotional, mental and physical exhaustion of teachers on their professional activity and mental and physical health, a detailed analysis of the prerequisites of social and psychological factors contributing to the increase in the professional burnout inclination is required. Particularly vivid is the stress impact in pedagogical activity because of its overload with such stress- producing as: responsibility for the younger generation development, active interpersonal interaction, increased emotional tension, social assessment lack, conflict, work motivation loss, etc. One of the most serious effects of long-term occupational stress is professional burnout syndrome. Professional burnout is a syndrome that develops against a background of chronic stress that leads to the emotional-energy and personal resources lassitude of the working person. (312.8Kb)
Fesun, H., Nechytailo, T., Kanivets, T., Zhurat, Y., Radchuk, V.
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Abstract: The article presents the results of a theoretical and empirical study of "professional burnout" syndrome. A particularly striking affect of stress is manifested in pedagogical activity, because the profession is overloaded with such stressors as: responsibility, active interpersonal interaction, increased emotional tension, a lack of social assessment, a monotonous daily routine, frustration, etc. One of the most serious affects of long-term occupational stress is the phenomena of occupational burnout syndrome. Being an educator is one of those types of professions, which requires constant one-to-one interactions with people in which the syndrome of "burnout" is the most common. Therefore, it is very important to study the peculiarities of its emergence, development and course in pedagogical activity. Our study was based on the models of "professional burnout" syndrome of such scientists as K. Maslach, S. Jackson., V. Boyko. Scientists view the syndrome of "professional burnout" as a three- component system that includes emotional exhaustion, depersonalization, and reduction of one's own personal achievements.The use of these models in the empirical study has allowed deep and comprehensive study of the symptoms of "professional burnout" in teachers. It was especially interesting for us to find out whether there is a correlation between the components of the "professional burnout" syndrome and the motives, the relationships in the team, and the satisfaction with the field of ones activity. Our study aimed to determine the degree of the development and features of burnout syndrome in teachers.