PECULIARITIES OF SELF-ATTITUDE OF EDUCATIONISTS WITH DIFFERENT LEVELS OF EMOTIONAL BURNOUT

Abstract

The article presents the results of an empirical study of the problem of emotional burnout of pedagogues. In particular, an analysis of the peculiarities of self-attitude of educationists with different levels of emotional burnout is made. 
 The nature of the connection between the level of emotional burnout of educationists and the peculiarities of their professional self-consciousness, in particular self-attitude as one of the components of a specialist’s self-consciousness, is analyzed. The results of the comparative study proved that inspite rather high indicators of self-approval and positive self-esteem, the studied pedagogues are not sure that their personality is interesting for others, and they are also convinced that other people and colleagues are not interested in them. We came to the conclusion that most of the symptoms and phases of emotional burnout are not formed within the group of the studied educationists, but they are characterized with a certain emotional closedness, aloofness and indifference, which can be an indicator of their emotional exhaustion, and against this background any emotional involvement into professional affairs and communications can cause the feeling of excessive fatigue of pedagogues.
 The results of a comparative analysis of peculiarities of the self-attitude of educationists with different levels of emotional burnout indicate a general high level of self-attitude of the subjects, but do not exclude the formation of professional deformations of them. In general, it was found that a high level of positive self-attitude of educationists correlates with a low level of manifestation of symptoms and phases of burnout in their professional activities. Educationists with a positive self-attitude are less likely to feel emotional exhaustion, fatigue, and desolation caused by professional activity. In addition, pedagogues with positive self-attitude are less likely to experience the leveling of professional achievements, disruption of professional communications, dissatisfaction with themselves as professionals and their own professional activity, as well as psychosomatic diseases, perception of the conditions of professional activity and interpersonal relationships in the professional area as psychologically traumatic.