Abstract
Since 2014, scholars have been studying the professional burnout of medical workers following the order of health care. In 2017, the authors of the article began to analyze the causes of burnout in teachers, including those who work with gifted children. The study of burnout is a socially significant task as the high-level burnout of doctors and teachers leads to a decrease in the quality of work, staff turnover, health problems and economic losses. The study aims at seeking universal approaches to the diagnostics, prevention and correction of burnout. The authors consider professional burnout as a combination of interdependent components: psychological, somatic and psychosomatic. In this case, it was necessary to study professional burnout and morbidity with temporal disability with due regard to age, sex, length of service and place of work, as well as to calculate the economic damage from the above-mentioned morbidity. They should also determine the significance of work experience and professional qualities in the formation of burnout and morbidity. To study professional burnout, the authors used proven, reliable and valid methods: diagnostic tests (questionnaire to reveal the emotional burnout degree by V.V. Boyko); questionnaire to measure professional burnout by K. Maslach and S. Jackson (abridged by N. E. Vodopianova). Morbidity with temporal disability and economic damage were considered with the help of statistical analysis, modeling and the PPP Statistica software. To determine professionally significant personality traits, the authors used the Wiesbaden questionnaire, cluster analysis using the Chebyshev similarity measure and the Kendall rank correlation coefficient to confirm the results of cluster analysis. The authors have compared the burnout of teachers working with gifted children with that experienced by rural teachers and doctors. They have identified age groups that are most susceptible to burnout and factors influencing the burnout of teachers.
Highlights
Due to the existing research on the professional burnout of medical workers, we have decided to study the burnout of teachers, including teachers working with gifted children
The professional burnout of lyceum teachers working with gifted children has a lot in common with that of medical workers but differs from the burnout of teachers in rural schools
Lyceum teachers who work with gifted children mostly burn out in the first five years or after 20-25 years of work
Summary
Due to the existing research on the professional burnout of medical workers, we have decided to study the burnout of teachers, including teachers working with gifted children. The high burnout rate of doctors and teachers leads to a decrease in the quality of their work, staff turnover, health problems and economic losses. Stress and burnout are common problems of public school teachers and are exacerbated in urban schools, where job requirements are often high and resources are limited. The stress and burnout of teachers are influenced by salary levels, professional self-efficacy, relationships with colleagues, students, resources, high workload, role conflicts, career adaptability, the lack of participation and social support [1,2,3,4,5]. The disruptive behavior of students during classroom activities can cause strong emotions in teachers and affect their professional well-being. Classes that were subject to ‘intervention’ (classroom management programs) demonstrated an improvement in students’ behavior and academic performance if compared to control groups. It is necessary to train young teachers [6, 7]
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