Characteristics of the working conditions of teachers in distance learning in the aspect of the development of emotional burnout

Abstract

Researchers surveyed secondary school teachers characterizing the signs of emotional burnout during the educational process in a distance format. We considered preventive measures. The study aims to research the possible development of emotional burnout among teachers in the conditions of distance learning. We conducted a study with the participation of 72 teachers to identify signs of emotional burnout using the V.V. Boyko questionnaire and conducted statistical data processing using Statistica 13.0. The average age of teachers was 47.1 years; the majority were women. In addition, 70,0% of Teachers noted that they have chronic diseases. Based on the results obtained, we concluded that school teachers' lack of work experience in the conditions of distance learning and online classes was a traumatic circumstance for almost half of the teachers, which could serve as a triggering mechanism for the stages of development emotional burnout. Subjectively, teachers associated the formation of symptoms of emotional burnout and health disorders with two-thirds of all cases with working conditions, its intensity, and difficulties with maintaining a healthy lifestyle in self-isolation. The revealed indicators of the phases of the development of emotional burnout allow us to judge that 45.9% of teachers have a formed/dominant symptom of "experiencing traumatic circumstances" registered in the "tension" phase. 31.2% of teachers have a symptom of "anxiety and depression". There are high rates of symptoms of "inadequate selective emotional response" - 54.1% in the "resistance" phase, "emotional and moral disorientation" - 32.8%, "expansion of the sphere of saving emotions" - 31.1% and "reduction of professional responsibilities" - 50.8%. In the "exhaustion" phase, the symptom "psychosomatic and psychovegetative disorders" has a dominant value in 22.9% of teachers. Factors that, according to teachers, contribute to the formation of emotional burnout are: the intensity of work in the conditions of distance learning (61.1%); violation of lifestyle components (36.1%); lack of access to a doctor (29.2%). To prevent the formation of emotional burnout syndrome in the conditions of distance learning: it is necessary to observe for teachers the work and rest regime in compliance with the working time regulations within the framework of official duties and an employment contract, compliance with the rules of a healthy lifestyle, high-quality medical care, and mandatory professional development on online training.