The subjective view of teachers: the connection between emotional burnout and the quality of the educational process

Olga Vagaeva,Valerii Liusev,Elena Liksina,Irina Efremkina,Natalia Osipova,S.N Vachkova,A Iskakova,A Koptelov

doi:10.1051/shsconf/20219801022

Abstract

In Russia, the work of teachers at all levels of the education system is currently subject to increased and often contradictory and frequently changing requirements. Analysis of the literature on the research problem allowed revealing a contradiction between declaring the importance of a teacher’s professional activity, on the one hand, and on the other hand, increasing responsibilities, reporting, psychoemotional tension of pedagogical work, and insufficient interest in the subjective assessment of the current situation by very teachers. The purpose of the present study was to identify the degree of emotional burnout among teachers and the subjective perception by teachers of the relationship between emotional burnout and the quality of the educational process. The study used survey methods, testing using a specially developed form and a Questionnaire to identify the level of professional burnout and deformation, the so-called Maslach Burnout Inventory (MBI) in the modification of O. Polyakova. The conducted study has shown that the problem of emotional (professional) burnout of teachers exists in educational organizations at all levels. However, the focus of this study has been shifted from the fact of teachers’ emotional burnout to the subjective perception by teachers of their emotional burnout as a predictor of the educational process quality. The study has allowed revealing the severity of emotional (professional) burnout components, such as emotional exhaustion and reduction of personal achievements. Psychoemotional tension, stress, feelings of depression and fatigue, which can be considered as manifestations of professional burnout, are associated by the interviewed teachers with irregular working hours, a significant range of noncore activities, and a high level of responsibility, which, in turn, worsen the quality of the educational and upbringing process.

Highlights

The importance and instability of the professional activity of a teacher, his role in the training and upbringing of the younger generation are declared at the level of state institutions
The authors used survey methods, testing using a specially developed form and a “Questionnaire to identify the level of professional burnout and deformation, namely, Maslach Burnout Inventory (MBI) in the modification of O
Quantitative analysis of the results obtained using a developed questionnaire has shown the severity of professional burnout in the majority of respondents (Table 1)

Summary

Introduction

The importance and instability of the professional activity of a teacher, his role in the training and upbringing of the younger generation are declared at the level of state institutions. The influence of contradictory emotional and stressful factors on the emotional sphere of the teacher is noted, which causes increased emotional stress, deterioration of health, neuroses, and psychosomatic diseases [1,2,3]. In teachers, these violations are “transformative in nature, i.e. the psychological ill-health of the teacher is reflected both on students and their parents, and this problem becomes even more widespread” [4], becoming the cause of pedagogical mistakes and misjudgments [5].

Objectives

Results

Discussion

Conclusion