Keyword: «satisfaction»

The article analyzes various approaches to the concept of subjective quality of life. The content of the structural components of the subjective quality of life is presented. The author examines a number of conditions affecting the subjective quality of life during the student period in various psychological and pedagogical studies.

The author actualizes the problem of studying the quality of life at the student age. Several approaches to determining the content of the quality of life of students are considered. The author compares the concepts of "subjective quality of life" and "social well-being". The components in the structure of the quality of life of students are presented.

The article describes approaches to determining the professional burnout of teachers, the stages of its development, the connection with the psychological health of teachers, professional deformations, and the psychological safety of students. It is shown that the set of causes that result in burnout, in relation to the modern conditions of digitalization of education, has not been sufficiently studied, which determines the relevance of the study. The author gives a definition of professional and personal burnout. Its goal is to identify, theoretically substantiate and study empirically the sum of psychological and social causes that affect the development of the syndrome of professional and personal burnout among teachers of the modern school. A set of complementary methods is used for this, including «Diagnosis of professional burnout», «Methodology for diagnosing the level of professional burnout», «Index of life satisfaction»; “Scale of general self-efficacy”, “Self-assessment of professional and pedagogical motivation”, “Scale for assessing the psychological climate in the teaching staff”. At the formative stage, a specially designed program is used, which includes instructions on primary and secondary prevention of professional and personal burnout of teachers in three areas: socio-psychological, personal, and professional. Based on the results of the work done and the use of the Student's criterion, significant changes were recorded for the reasons under study. The integral indicator of professional burnout for the group as a whole decreased during the formative experiment. This indicates that the causes that resulted in burnout were correctly identified. Positive changes were also noted in terms of the studied symptoms: «emotional exhaustion», «depersonalization», «reduction of personal achievements». Positive dynamics was also recorded in the change in the phases of burnout: stress, resistance, exhaustion. Consequently, the work carried out with the identified causes of professional and personal burnout of teachers gave positive results. The novelty lies in identifying a complex of psychological and social causes that result in professional and personal burnout among modern teachers, in specifying the components of these causes. The results of the study can be used in the organization of preventive work with teachers of modern schools.