Keyword: «personal and professional characteristics»

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.