Abstract
More authoritarian style of interaction in professional-pedagogical activity contributes to development of the emotional syndrome. This statement is substantiated by the data on two municipal budgetary educational institutions - secondary schools of the city of Chelyabinsk in 2014-2016. These two schools have comparative figures as to all the criteria for inclusion into the sample. Methods of research: monitoring, diagnostics of the emotional level by V.V. Boyko; methodology for assessment of the burnout syndrome in professions of the man-man system (N.E. Vodopiyanova).
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