Features of emotional burnout among teachers of higher education institutions

O.I Politika,E.P Salnikova,E.M Yevtushenko,A.I Savenkov

doi:10.1051/shsconf/202111300076

O.I Politika, E.P Salnikova + Show 2 more

Open Access

https://doi.org/10.1051/shsconf/202111300076

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Abstract

The article discusses and describes in detail the specifics of equipping the system of higher professional education with tools of modern pedagogical technologies – game technologies that have a significant impact on the quality of professional training of future specialists and their motivation to obtain general and special competencies. The most relevant game technologies are considered separately, and their effectiveness (or inefficiency) is confirmed by means of a survey of leading teachers of the Crimea who actively use game technologies in their teaching practice. The author compares the opinions of various scientists (both practitioners and theoretical researchers) who address the study of the system of modern pedagogical technologies in general and game technologies in particular, on the basis of which a comprehensive conclusion is made, which is reflected in the final part of the article. A special place in the structure of the study is occupied by the selected key method – a questionnaire based on data provided by more than 100 teachers of higher and secondary professional education.

Highlights

Teacher burnout is a particular type of stress at work, a state of physical, emotional, or mental exhaustion combined with doubts about the competence and value of the job
In order to identify the signs of the beginning of professional burnout, the teacher should ask himself a number of questions: whether I have become cynical or critical at work; whether I have irritability in relations with colleagues; whether I have enough energy to complete work tasks; whether my behavior habits or appetite have changed; whether I am worried about unexplained headaches, back pain or other physical complaints
The entire sample can be divided into three groups, according to such criteria as the formation of phases: group 1-the syndrome is fully formed in at least one of the phases; group 2-the syndrome is in the stage of formation in at least one of the phases; Group 3-the syndrome has not formed (Figure 1)

Summary

A problem statement

Teacher burnout is a particular type of stress at work, a state of physical, emotional, or mental exhaustion combined with doubts about the competence and value of the job. Distance learning, which is widely practiced at the present time, has an impact on the activities of teachers This requires additional physical effort and emotional stress. In order to identify the signs of the beginning of professional burnout, the teacher should ask himself a number of questions: whether I have become cynical or critical at work; whether I have irritability in relations with colleagues; whether I have enough energy to complete work tasks; whether my behavior habits or appetite have changed; whether I am worried about unexplained headaches, back pain or other physical complaints. It can be assumed that the burnout syndrome, characterized by the emotional dryness of the teacher, the expansion of the sphere of saving emotions, personal detachment, ignoring the individual characteristics of students, has a fairly strong influence on the nature of professional communication of the teacher This professional deformation hinders the full management of the educational process, the provision of necessary psychological assistance, and the formation of a professional team. Many teachers note the presence of mental states that destabilize professional activities (anxiety, despondency, depression, apathy, frustration, chronic fatigue)

The objective of the work

Results of the research

Conclusions