Risk Assessment of Professional Emotional Burnout Development in School Teachers With Different Activity Profiles

Abstract

Introduction. The relevancy of the study is attributed to the increase of professional and social requirements for teachers work in the course of school education reforming, which is accompanied, undoubtedly, by their high emotional tension. In this study, we aimed to assess the risk of professional emotional burnout in school teachers with different activity profiles. It is the first time that the authors make a comparative study of phase development and pronounced burnout symptoms in primary school teachers, subject teachers and school authorities. Analysis of correlation relationships between age, teaching experience, neuropsychic adaptation performance and emotional burnout in school teachers with different activity profiles is carried out.
 Methods. The study included 145 teachers at the age of 24–68 years old from 6 Magadan schools. In the course of the study, the teachers were divided into three groups taking into account teachers’ activity profile. Emotional burnout indices were measured using questionnaire “Diagnostics of Emotional Burnout Level” by V. V. Boyko. To determine the level of neuropsychic adaptation, the questionnaire by I. N. Gurvich was used.
 Results and Discussion. Stage formation and evidence of burnout symptoms in school teachers with different activity profiles are studied in comparative aspect. Correlation relationships between age, teaching experience and emotional burnout in school teachers with different activity profiles are found out. The level of teachers’ neuropsychic adaptation is studied. Correlation relationships between neuropsychic adaptation and emotional burnout in school teachers with different activity profiles are found out. It is shown that the development of emotional burnout syndrome in school teachers takes place against the background of neuropsychic adaptation disorder and neuroticizm formation.