СОВЛАДАЮЩЕЕ ПОВЕДЕНИЕ ПЕДАГОГОВ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ С РАЗНЫМ УРОВНЕМ ПРОФЕССИОНАЛЬНОГО ВЫГОРАНИЯ

Abstract

The article presents the results of a theoretical analysis and empirical study of the problem of coping behavior and professional burnout among teachers of preschool educational institutions. The teaching profession belongs to the category of stressful ones, requiring constant mobilization of personal resources to cope with a difficult life situation, ensure high efficiency of professional activity and maintain internal balance. The teachers who use mostly ineffective strategies for coping with stress, there is a decrease in indicators of professional activity and symptoms of professional burnout. The level of emotional stress in the professional activity of the teacher of a preschool educational institution (KEI) is significantly higher than that of teachers at other levels of education, due to the high level of responsibility for the life and health of pupils. The purpose of the empirical study was to identify the specifics of strategies for coping with stress among teachers of preschool educational institutions, depending on the severity of the professional burnout syndrome. The study involved teachers of preschool educational institutions – 82 people, the age range of the sample is from 21 to 66 years, the average age is 44 years. It was found that the majority of preschool teachers show symptoms of professional burnout (98,8 %), in a third of teachers in the sample (36,6 %), the indicator of professional burnout reaches «high» and «above average» levels. The specificity of the use of ineffective and effective strategies of coping behavior among teachers with different levels of professional benefit has been revealed. In the groups of teachers with lower rates of professional burnout, the rates of the used productive coping strategies are higher. With age and an increase in teaching experience, the risk of professional burnout increases. Statistically significant relationships were established between the indicators of professional burnout and the indicators of the length of service and age of teachers.