Abstract
The article discusses the problem of emotional burnout of teachers when switching to distance learning, in connection with the spread of the COVID-2019 epidemic and the introduction of quarantine. Research methods: 1. Methods for the diagnosis of professional burnout of K. Maslach, S. Jackson in the adaptation of N.Ye. Vodopyanova. 2. Diagnostics of emotional burnout of personality by V.V. Boyko. The reliability of the research results is ensured by the methodological validity of the sought positions, the use of methods adequate to the purpose, object and subject of the work, as well as the use of methods of mathematical data processing: the Mann-Whitney U-criterion. The results obtained in the course of the study make it possible to assert that for teachers such drastic changes became significant stress due to a sharp change in the usual teaching system and an urgent need for the operational development of new skills that did not previously affect their professional suitability, which entailed additional psychological load, a state of active tension, a reduction in professional duties, which led to emotional exhaustion, which intensified the symptoms of emotional burnout. Thus, we can conclude that after the transition to distance learning, teachers show a more pronounced level of emotional burnout arising from the influence of factors associated with professional activity, which contribute to personality deformation and the further development of emotional burnout. A training program and practical recommendations were prepared for the prevention of emotional burnout of teachers
Highlights
The introduction of quarantine in educational institutions, in connection with the COVID2019 pandemic and the need for a sharp transition to online education, was the biggest shock for the education system
The results obtained in the course of the study make it possible to assert that for teachers such drastic changes became significant stress due to a sharp change in the usual teaching system and an urgent need for the operational development of new skills that did not previously affect their professional suitability, which entailed additional psychological load, a state of active tension, a reduction in professional duties, which led to emotional exhaustion, which intensified the symptoms of emotional burnout
We can conclude that after the transition to distance learning, teachers show a more pronounced level of emotional burnout arising from the influence of factors associated with professional activity, which contribute to personality deformation and the further development of emotional burnout
Summary
The introduction of quarantine in educational institutions, in connection with the COVID2019 pandemic and the need for a sharp transition to online education, was the biggest shock for the education system. From the middle of the last century to the present, quite a lot of works have appeared that lie within the framework of the analysis of the concept of emotional burnout syndrome (Bradley; 1969; Freudenberger; 1974), the presentation of models for studying this phenomenon (Maslach, Jackson, 1986; Pines and Aaronson, 1988; Dierendonck, Schaufeli, Sixma 1994); studying burnout syndrome outside of professional activity (Kendall, 2018; Mikolajczak, 2018). Jackson (Maslach, Jackson, 1981), who distinguish three components in the burnout syndrome, including the study of emotional exhaustion, depersonalization and reduction of professional success. There is confirmation of the correlation between the structure of professional and emotional burnout with such psychological factors as motivational expectations and personality traits, age and work experience [1,2]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
