Keyword: «emotional burnout»

The article presents the characteristics of emotional burnout in young teachers with a high level of perfectionism, an empirical analysis of the relationship between perfectionism and emotional burnout in young teachers is carried out. According to the results of the study, the authors concluded that it is necessary to further study the characteristics of emotional burnout in young teachers with a high level of perfectionism and further study this relationship of perfectionism with emotional burnout.

The relevance of pedagogical prevention of emotional burnout among preservice teachers is due to the limited abilities of practicing teachers to independently overcome stress due to their lack of knowledge about their individual characteristics and the mechanism of professional emotional burnout. Our experience in the implementation of pedagogical prevention of emotional burnout of a preservice teacher has confirmed the real possibilities of its implementation in the framework of teaching disciplines of the psychological and pedagogical cycle. The aim of the study was to identify the pedagogical conditions for the prevention of emotional burnout of a student teacher. The main idea of our research was to identify opportunities to develop the student teacher's resistance to stressful situations in the process of pedagogical prevention, which is characterized through personal, cognitive and praxeological criteria, which allows for its diagnosis. The development of students' readiness to resist stress was carried out through the implementation of pedagogical conditions: a) organization of students' self-discovery, identification of predisposition to emotional burnout, informing students about the essence of burnout syndrome; b) updating the data of the diagnostic survey and determining the strategy of personal and professional development; c) identifying the causes of failure in the professional development of students and stimulating the development of a future professional; d) organizing measures to prevent and overcome emotional burnout of a preservice teacher. The analysis of the results of experimental work on the formation of students' readiness to overcome stress based on the implementation of pedagogical conditions allowed us to determine the dynamics of stress tolerance among preservice teachers in accordance with the assessment of its criteria, for example, the level of cognitive and praxeological criteria of students' readiness for stress resistance increased by 14%. The dependence of students' vulnerability to stress on personal anxiety, on the level of subjective control and the success of professional development was confirmed. An increase in the development of social communicative competence and a decrease in anxiety were recorded. The theoretical significance of the study is due to the identification of criteria for students' readiness to overcome stress and the pedagogical conditions of its development. The practical significance is confirmed by the experimental verification of the pedagogical conditions for the formation of preservice teachers' readiness to overcome stress based on the diagnosis of their individual characteristics.

The article examines the phenomenon of emotional burnout among employees of the banking sector. The factors contributing to the development of burnout syndrome are analyzed, such as high work intensity, constant contact with clients, strict efficiency requirements and competition. The results of an empirical study revealing the level of emotional burnout among employees of various divisions of the bank and its relationship with demographic and professional characteristics are presented. Recommendations for the prevention and correction of emotional burnout in the banking sector are offered.

The article examines the phenomenon of emotional burnout of teachers as an important problem of professional activity in the field of education. Modern scientific approaches to the definition of emotional burnout are presented, its causes, stages and consequences are revealed. The main diagnostic methods and prevention directions of this condition are highlighted.

The relevance of the stated topic stems from the fact that teachers working with children with disabilities are often susceptible to significant emotional burnout, which negatively affects their personal and professional characteristics and determines high staff turnover in special organizations. However, this problem has not received due attention to date, and it requires study both in theoretical and practical terms. The goal is to identify the specifics of emotional burnout manifestations on the personal and professional level in teachers working with children with disabilities compared with teachers working in a comprehensive school. The methodological approach is person-oriented. Two natural groups participated in the study – teaching staff of a special institution and that of a comprehensive school. To study the features of emotional burnout and personal and professional characteristics of teachers working with children with disabilities, a number of standardized methods were used to identify signs of professional burnout, phases of emotional burnout, and personal and professional characteristics of teachers. According to the results of the study, many respondents showed a significant level of psycho-emotional exhaustion, which is manifested in constant fatigue and lack of energy; personal alienation, which is reflected in the fading of interest in work and detachment from children; reduced professional motivation, leading them to think about changing jobs and even profession. The results obtained formed the basis for developing a program for the psychoprophylaxis of emotional burnout, which included areas of work at four levels: emotional-personal, stress-dynamic, professional activity-oriented, personal-motivational. The theoretical significance lies in identifying the characteristics of emotional burnout in teachers working with children with disabilities on the personal and professional level. The practical significance lies in the fact that taking into account the identified personal and professional characteristics, when drawing up and implementing a program for the psychoprophylaxis of emotional burnout in practice, shows the effectiveness of the measures taken, so the program can be recommended for further use in institutions for working with educators teaching and raising children with disabilities.