Features of emotional burnout of a personality at various stages of subjectogenesis of young teachers

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Introduction. Emotional burnout ranks third among the main causes of staff turnover in educational institutions. Pedagogical activity at all levels of education, due to its content and conditions of implementation, is stressful and vulnerable to the effects of emotional burnout. The profession of a teacher involves the performance of a large number of tasks: the organization of the educational process, educational, research, educational and methodological work. The study of the features of emotional burnout at various stages of subjectogenesis will reveal the picture of changes and the target of preventive action. Materials and methods. The sample consisted of 119 teachers of higher and secondary levels of education aged 22 to 36 years, with professional experience from one year to 13 years. Of these, 64 teachers of higher education from the Federal State Budgetary Educational Institution of the KSMU of the Ministry of Health of the Russian Federation and Southwestern State University and 55 teachers from the Lyceum Boarding School named after Marshal Zhukov, Secondary Secondary School No. 58 named after Major General M.V. Ovsyannikov. The study of emotional burnout of young teachers of higher education with different length of professional experience (up to 5 years, over 5 years and up to 10 years and over 10 years) was carried out using the questionnaire "Emotional burnout" (V.V. Boyko), mathematical and statistical methods of data processing (descriptive statistics, U-Manna–Whitney, the method of structural psychological analysis). The obtained results were processed using the computer program "Statistica 10.0". Results and discussion. The stages of subjectogenesis of young teachers (higher school teachers and secondary school teachers) determine emotional burnout. It has been empirically proven that the degree of integration of its structures among young teachers of higher education, in contrast to teachers of secondary schools, is maximum with a length of professional experience of up to 5 years and over 10 years. Unlike young teachers, young teachers “burn” most intensely, and those who have more than 5 years of experience, but no more than 10 years. At this stage of their subjectogenesis, the formation of all phases of emotional burnout is diagnosed and its highest level is observed. Conclusion. The identified stages of subjectogenesis can be considered as sensitive periods in the formation of professional competence of young teachers, when their personality is most susceptible to the effects of emotional burnout, and taken into account in the development of a system of preventive measures (Mental Burnout Index” scale: Xav.± σ=200.67±32.73, U= 29.00*, p= 0.0001).