THE PROBLEM OF PROFESSIONAL BURNING OF A PEDAGOGICAL WORKER

Abstract

The work of teachers is associated with great nervous and mental stress. First of all, it is about the psychological and organizational difficulties: the need to be constantly the form, the lack of opportunity to choose students, discharges, excessive contacts during the working day, lack of time, overload, social assessment. During such work day by day, tension can accumulate. Its manifestations are increased irritability, anxiety, muscle clamps in different parts of the body, accelerated palpitations, fatigue. Emotional features of pedagogical activity contribute to the emergence and development of a syndrome of The burnout syndrome is a stressful reaction that occurs due to long-term stresses of moderate intensity. Teachers work in a rather calm, emotionally intense atmosphere, which requires constant attention and control over interaction in the teacher-student system. If the teacher responds adequately, adaptively, he more successfully and efficiently operates and increases his functional activity and confidence, while the disadaptive reactions lead spirally down to professional burnout. Burning is not just a result of stress, but a consequence of uncontrollable stress. The great tension of the activity of the teacher, non-standard approaches to situations, responsibility and component of the teacher's profession increase the risk of forming an emotional burnout, which causes a sense of dissatisfaction, deterioration of mood, accumulation of fatigue. These physiological indicators characterize the tension of work, which leads to crises, stresses, exhaustion, The crisis for a teacher's profession is to reduce the efficiency of the teacher's work, not to fulfill his duties, to lose his creative mood.