Professional Burnout Of Teachers Research Articles

PREVENTION OF PROFESSIONAL BURNOUT OF TEACHERS IN CONDITIONS OF MIXED LEARNING

The article is dedicated to the issue of preventing professional burnout among teachers in blended learning environments. This form of education combines online resources with traditional classroom sessions. It is highlighted that the conditions under which blended learning is organized negatively affect the teaching staff, causing them significant emotional tension and stress. All of this leads to the depletion of internal resources and professional burnout of teachers, which underscores the importance of addressing the prevention of professional burnout in blended learning contexts. The article presents the results of three stages of research on the level of emotional burnout among teachers from the Department of Social Technologies at Kyiv National Aviation University and the Department of Psychology and Pedagogy at Kyiv National University of Economics, conducted in 2022 and 2023. The aim of the article is to review and characterize the methods of professional burnout among higher education institution teachers in blended learning conditions. To accomplish this objective, a variety of research methods were employed, including the analysis, organization, synthesis, categorization, comparison, and summarization of fundamental theoretical ideas from scholarly texts pertinent to the issue under investigation. Additionally, empirical and statistical approaches were adopted, such as monitoring the educational process, conducting educational experiments, administering surveys, and performing mathematical analysis of the findings. The practical outcome of the research presented in the article includes specific recommendations for harmonizing the psychophysical state of teachers suffering from professional burnout at all three levels of regulation of the psychophysical state, namely: physiological, emotional-volitional, and value-meaningful.

EXISTENTIAL VALUES AS THE BASIS OF PSYCHOLOGICAL WELL-BEING OF A UNIVERSITY TEACHER: THEORETICAL AND EMPIRICAL ANALYSIS

Purpose. The article analyzes the relationship between the existential values of a university teacher and the manifestations of indicators of the emotional sphere. In this study, we consider the problem of a teacher’s psychological well-being from the perspective of an existential approach. An analysis of scientific sources on the issues of neuroticism, emotional and professional burnout of teachers, as well as directions for overcoming a stressful state to achieve psychological well-being, led us to the conclusion that most researchers see a way out exclusively through satisfying needs, regulating work and rest schedules, and mastering self-regulation methods . We agree that such areas of psychological work help to cope with situational stress, but at the same time, we have identified a gap in the study of the psychological properties of the individual, his value field, which can be the support of a stable emotional state, self-satisfaction and professional activity, significantly reducing risks of neurotic symptoms. We propose that there is a fundamental factor, namely existential values, that underlies the state of psychological well-being. Methodology of the research. During the research process, a detailed theoretical examination of various literary sources was carried out, as well as a comparison and assessment of various points of view expressed in the literary works under consideration. An empirical study was conducted on a sample of 130 Russian university teachers of both sexes, from 40 to 75 years old, with more than 18 years of experience, using psychodiagnostic techniques. Quantitative processing of the results was carried out on the basis of the statistical program STATISTICA 6.0. Results. As a result of empirical research, we received an extensive array of data proving the influence of developed existential values on the state of psychological well-being, namely, we came to such conclusions as: ignoring existential values contributes to the manifestation of such neurotic states as maladaptation, guilt, non-acceptance of oneself, non-acceptance of others, hostility, exhaustion, depersonalization, external control, control, escapism. The acceptance of existential values by a teacher entails the formation of such emotional states as adaptability, internality, self-acceptance, acceptance of others, and emotional comfort. Based on empirical data, we formulated a definition of the term “existential well-being”. Scope of the results. The results of the study will help expand the possibilities of individual and group psychological work with emotionally stressful situations to reduce the risks of neurotic manifestations and the formation of adaptive emotional states in the professional activities of a university teacher at the level of acceptance, awareness and disclosure of the individual’s existential values.

Взаимосвязь профессионального выгорания с показателями возраста и характеристиками образовательной среды

<p style="text-align: justify;">The article examines the dependence of professional burnout of secondary school teachers on the favorable educational environment and on the age characteristics of teachers. The study was carried out in two stages (the first stage included the study of the relationship between the professional burnout of teachers and age characteristics; the second stage was aimed at studying the relationship between the indicators of the favorable educational environment of the school and the professional burnout of teachers). The study involved 70 subjects (women, mean age 43.2 + 12.61 years, minimum age 23 years, maximum age 62). The main research methods were: diagnostic (MBI professional burnout questionnaire, educational environment safety questionnaire, psychotic atmosphere in the team questionnaire, assessment of the index of relative biological aging according to V.P. Voitenko) and statistical (correlation analysis and stepwise multiple regression with the inclusion of variables). The authors come to the conclusion that for teachers with a work experience of 1 year or more, there is no linear relationship between experience, calendar age and indicators of professional burnout. At the same time, there is a correlation between the indicators of burnout and the index of relative biological aging: the higher the indicators of burnout, the stronger the rate of biological aging of the body. The main conclusion in the work is the established fact of the relationship of professional burnout with an increase in biological age, and the absence of a linear relationship with calendar age and length of service. On the other hand, professional burnout depends on the degree of favorable educational environment: the more favorable the environment, the less burnout.</p>

The relationship between the environmental safety of the school educational environment and teacher burnout

The purpose of the research is to study the relationship between the components of professional burnout and indicators of educational environment safety. A correlation study was conducted with 43 teachers from 2 schools from different regions of Russia, average age 42.2 years, all women. It was shown that a decrease in the safety of the educational environment leads to the development of symptoms of emotional exhaustion and reduction in professional achievements in the teacher. Unsatisfactory relations of a teacher with colleagues and superiors, forcing them to work against their will, by means of threats, impossibility to express their point of view accelerate professional burnout most of all. The relationship between a teacher’s attitude to the educational environment and burnout was also found: the greatest connection is with the emotional component (the teacher stops liking the work), behavioural component (the teacher wants to quit it); the cognitive component (general idea of work as a way of self-realisation) is not connected with burnout. The conclusion assumes that by increasing the safety of educational environment, it is possible to slow down the professional burnout of teachers, and thus contribute to their professional longevity.

Öğretmenlerde Mesleki Tükenmişlik Probleminin İncelenmesi

When the international and national literature is examined, it is seen that many studies have been conducted on the dimensions of the conceptual framework of teacher burnout. There is an increasing number of studies investigating the theoretical projections of the concepts of burnout, professional burnout and professional burnout in teachers, and this situation constitutes one of the focus of attention of the academic community. The aim of this study is to examine the conceptual framework of teacher burnout in our country's education system and to examine the studies conducted in parallel with this subject in the literature. is to comprehensively examine the factors affecting its cause and extent. In this context, it is expected that the study will contribute to both international and national literature. Keywords: Burnout, Professional Burnout, Teacher Profession.

Prevention of the emotional burnout syndrome in university teachers

BACKGROUND: Professional burnout in university teachers is an urgent problem. Thus, researchers attempted to determine the dependence of teachers health on the peculiarities of their professional activities. Professional burnout of teachers is observed in all countries worldwide. The development of measures to prevent professional burnout is an important task that requires further study.
 AIM: This study aimed to scientifically justify measures for the prevention of emotional burnout syndrome in university teachers.
 MATERIALS AND METHODS: A total of 2,711 teachers from humanitarian and technical universities in Moscow were surveyed using analytical and socio-hygienic methods. Moreover, extracts from medical, informational, and statistical documents of teachers were analyzed.
 RESULTS: On average, one university teacher was found to have 45 symptoms characterizing emotional burnout. Two-thirds of the teachers were women, and female morbidity was higher. The high intensity of professional activities, long-lasting forced position, and dissatisfaction with job and remuneration were defined as the most pronounced reasons of psychological burnout.
 CONCLUSIONS: Medical and organizational measures are necessary to improve the health and emotional state of teachers.

Teaching styles and the level of professional burnout of teachers

The purpose of the study was to find out the styles of teaching used by teachers, the symptoms of professional burnout, and the correlation of teaching style and level of professional burnout with demographic and social factors such as gender, subject taught, age, and length of service. The study was a pilot study, as it was not the author's intention to make generalized conclusions of a universal nature, but only to indicate trends that require further verification. The results were obtained from 25 teachers of I of M. Skłodowska-Curie High School in Piła. The results of the study indicate that the level of professional burnout of teachers is affected by the type of subject taught and gender. Male teachers, as well as teachers of subjects outside the humanities and sciences, experienced professional burnout at a higher rate. These results may indicate the need to pay attention to teachers of other subjects, referred to as "michaleks", which are generally perceived to be less important than only teachers of baccalaureate or "important" subjects, as well as male teachers in the context of general and targeted support. Conclusions were formulated, which became the basis for designing practical actions such as: creating a community of teachers of all subjects and their permanent appreciation, enabling systematic supervision and work with a coach., Due to the possible psychological and health effects of this group of teachers, the author plans further, in-depth research, including qualitative research on teacher burnout.

The relationship between burnout and self-regulation resources in teachers during COVID-19 pandemic

IntroductionBurnout is understood as a stable professional and personal deformation, which can be typical for teachers (Maslach, Schaufeli, 1993). Multilevel structure of burnout that include physiological, affective-cognitive, and behavioral dimensions was described (Perlman, Hartman, 1998). С. Maslach proposes a three-dimensional burnout model, including emotional exhaustion, depersonalization and reduction of personal achievements (Maslach, 2000; Schaufeli, Enzman, 1998). It is especially important to prevent burnout by effective using of self-regulation resources during the COVID-19 pandemic, when the level of stress increases (Samanta et al., 2020; Pascale, 2020).ObjectivesThe study was held in 50 teachers, who worked remotely during the self-isolation due to COVID-19 pandemic, and aimed to estimate the relationship between psychological resources of self-regulation and signs of reduced professional burnout in teachers during the COVID-19 pandemic.Methods. The assessment methods included: 1) Maddi’s “Hardiness survey”; 2) Hobfoll”s “SACS”; 3) Maslach’s “Burnout inventory”.ResultsThe results revealed that the teachers with high and medium burnout differ in terms of engagement as a component of hardiness (p=0,002). The teachers with less pronounced burnout syndrome have more developed involvement, which means that these teachers enjoy their own activities and, perhaps, this is what becomes a psychological resource and allows to overcome emotional exhaustion. There is an inverse relationship between such a sign of professional burnout as emotional exhaustion and involvement as a component of hardiness (r=- 0,521, p=0).ConclusionsThe results of the study can be applied to develop programs to improve the psychological well-being and performance of teachers working under stress due to COVID-19 pandemic.DisclosureNo significant relationships.

Eğitim Kurumlarında Öğretmenlerin Meslekî Tükenmişlik Yaşamalarına Etki Eden Faktörlerin İncelenmesi

One of the professions where burnout, which is a common problem in working life, is most common, is undoubtedly the teaching profession. Burnout has many negative effects on the teacher himself, his students, their parents, and the educational structure. The interaction of the professionally exhausted teacher with the student decreases in terms of quality and quantity, job satisfaction decreases, job performance weakens, reluctance to work and the desire to quit work. As a result, teachers experiencing burnout develop negative attitudes and behaviors towards work as physical and mental health problems arise. Keywords: Educational Institutions, Professional Burnout, Professional Burnout in Teachers

Взаимосвязь жизнестойкости и профессионального выгорания у педагогов

Взаимосвязь жизнестойкости и профессионального выгорания у педагогов

Professional deformations and professional burnout of teachers

Professional deformations and professional burnout of teachers

Öğretmenlerde Mesleki Tükenmişlik Probleminin İncelenmesi

When the international and national literature is examined, it is seen that many studies have been conducted on the dimensions of the conceptual framework of teacher burnout. There is an increasing number of studies investigating the theoretical projections of the concepts of burnout, professional burnout and professional burnout in teachers, and this situation constitutes one of the focus of attention of the academic community. The aim of this study is to examine the conceptual framework of teacher burnout in our country's education system and to examine the studies conducted in parallel with this subject in the literature. is to comprehensively examine the factors affecting its cause and extent. In this context, it is expected that the study will contribute to both international and national literature. Keywords: Burnout, Professional Burnout, Teacher Profession.

Characteristics of Professional Burnout of Administrative and Managerial Personnel of Russian Educational Organizations in the Context of the Introduction of Innovative Technologies

The specifics of professional burnout of teachers engaged, in addition to their direct pedagogical activities, in the administration of their educational organizations are studied. The relevance of the raised research problem is determined by the significant socio-economic and political changes taking place in the modern education system: its intensive modernization and the introduction of innovative technologies in education have an impact not only on the content side of the educational process but also on its organization. The implementation of these innovations falls on the shoulders of the administrative and managerial personnel of schools, demanding huge emotional, intellectual and mental costs from the latter. The purpose of this study was to identify the characteristics of professional burnout and its symptoms in administrative and managerial personnel of educational organizations in relation to the severity of their psychological defenses and personality motivational profile. The sample was composed of 75 teachers (54 women, 21 men) in the position of school deputy director for studies and educational work. Their administrative work experience in an educational organization ranged from 1 to 23 years, the average age was 37.5 years. The study used a set of valid and reliable psychodiagnostic methods, including The Maslach Burnout Inventory (MBI) Questionnaire by Ch. Maslach and S.E. Jackson (adapted by N.E. Vodopyanova), The Life Style Index (LSI) by R. Plutchik, H. Kellerman and H.R. Conte (adapted by E.S. Romanov and L.R. Grebenshchikov) and Diagnosis of the Motivational Structure of Personality by V. Milman. The correlation analysis revealed that among teachers who additionally occupy in an educational institution, professional burnout is interconnected with the manifestation of psychological defenses of suppression, projection and intellectualization. Also, a relationship was established between professional burnout and a decrease in motivation for communication, general activity, creative activity and social usefulness of activities. The revealed specifics of professional activity and burnout of school deputy directors as well as the characteristics of their strategies for overcoming crisis situations in professional activity under conditions of changes and uncertainties open up opportunities for us to develop and implement programs on preventing professional burnout in this category of teachers and providing psychological support for their professional activities.

Позитивно-психологический подход как фактор стимулирования психологического благополучия и редуцирования рисков профессионального выгорания педагога

The article presents the results of our study of personal potential and personality traits of teachers. The study focused on the ways of preventing professional burnout and maintaining and increasing psychological well-being. There are a large number of approaches to describing personality traits and their relation to one’s profession. However, the positive psychology’s approaches to describing personality within the professional sphere are, in our opinion, insufficiently presented in the available Russian literature. This article aims to establish interconnections between the concept of Values in Action (VIA) and personal indicators of the psychological well-being of an individual. The psychological well-being is examined based on life satisfaction, self-esteem, self-efficiency, professional burnout and a number of socio-demographic indicators in a sample of Russian teachers. The study aimed to identify the general level of psychological well-being and professional burnout of teachers in Russia, test the relevance of using the positive psychological concept of VIA as a research tool for describing personality in the professional sphere, and establish relationships between certain strengths of the personality of teachers, their psychological well-being and professional burnout. The study involved 7946 teachers (7466 women, 480 men) from seven regions of Russia. The following methods were included in the questionnaire: “Life Satisfaction Scale”; “Self-Esteem Scale”; “Scale of General Self-Efficiency”; “Professional Burnout”; “Values in Action — Inventory of Strength”. The study revealed that there is a need to stimulate the psychological well-being of teachers—in particular, by providing teachers with training in how to reduce professional burnout. The VIA concept and the positive psychology’s approach were shown to be effective and relevant tools for studying the issues described above. The study also established specific relationships between certain strengths of the personality, psychological well-being and professional burnout of teachers in Russia.

Проблема професійного вигорання викладачів вищої школи та методи його профілактики

The article is devoted to the study of the problem of professional burnout of higher education teachers, because they work under a constant stress due to their interaction with others. Taking into account the modern pace of life of an average person, a complicated stress background associated with the global pandemic, new requirements for working conditions and life, the problem of the emotional health of an individual becomes increasingly essential. The purpose of our study is to determine and generalize the theoretical and practical backgrounds of the use of health-saving methods in order to prevent professional burnout of teachers of higher educational institutions. The author has studied modern interpretations of the definition of «professional burnout», and is convinced that an integral component of all of them is psychophysical exhaustion of a person. Emotional burnout is defined as a mechanism of psychological defense in response to psycho traumatic influence, that is, burnout is characterized as a special regulatory system that stabilizes the personality and helps to eliminate or minimize feelings of anxiety caused by awareness of the conflict. It is determined that, firstly, professional burnout depends on both objective and subjective factors, and goes through a number of stages (phases), every of which is characterized by certain demonstrations; secondly, with ageing and increasing of teaching experience, higher education teachers become more emotionally exhausted and depersonalized; thirdly, professional burnout is subject to prevention and correction with the help of various health care methods and means that act on the physiological, emotional-volitional and axiological levels, and so forth.

The professional burnout of teachers working with gifted students

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.

Self-regulation as a way to prevent professional burnout of teachers of higher education institutions

This article is devoted to the study of the issues of identifying the optimal working conditions of a teacher of a higher educational institution and the significant characteristics of the style of his activity (in particular, the peculiarities of the style of self-regulation) allows us to identify the factors that prevent the development of professional burnout. The significance of the work also lies in the possibility of using the results of the study both in the process of preventing professional burnout of teachers, and in conducting scientific research on such topics. The research materials can become the basis for educational work. In this regard, an experimental study is becoming relevant, the purpose of which is to study the influence of professional burnout on the individual style of pedagogical activity of a higher school teacher.

Psychological factors of development of professional burnout in teachers of a medical university

Psychological factors of development of professional burnout in teachers of a medical university

Prevention оf Professional Burnout оf Workers оf Pedagogical Sphere in the Context оf The Modern Management Paradigm

The authors analyzed the factors that lead to professional burnout syndrome and the conditions for its prevention in the pedagogical community in the context of the modern management paradigm. The purpose of the research: to determine the direction of improving the organizational culture of the teaching staff as a condition that prevents the appearance of signs of professional deformation of the pedagogue. Target sample: 114 respondents with more than 1 year of pedagogical experience. A comparative method of analysis of sources, the method of K. Maslach and S. Jackson to determine the level of mental burnout, a questionnaire to study the influence of organizational (external) factors on the development of emotional burnout syndrome were used. The research showed an average level of professional deformation of pedagogu, although the symptoms of this phenomenon are clearly expressed in some cases. According to a survey of teachers, almost 60 % of respondents do not have the opportunity for a full rest after work to recuperate. The authors of the research offered recommendations that contribute to the formation of an institutional “immunity” that resists the depletion of physical and moral forces of teachers in the conditions of modernization of modern Kazakhstani schools. Existing problems can be solved based on the provisions of the modern management paradigm developed by modern science and practice. Key words: professional burnout of teachers, modernization of education, organizational culture of the institution.

Working conditions at a regional university in assessments of faculty

The article presents the results of an empirical study, the purpose of which was to determine the assessment of the working conditions at the regional university by the professor-staff. The study was carried out as part of the project “Transitive University in the face of global, national and regional challenges” at the Udmurt State University in September – October 2019. The sample consisted of 204 full-time professors (28 % of the total – 717 people). The results are divided into the following groups: assessment of various aspects of working conditions; assessment of the activities of university services; the most important problems of the faculty. Professors tend to highly appreciate those working conditions that are associated with their own contribution to the educational process: the moral and psychological climate in the team and observance of labor discipline. The lowest ratings were received: the opportunity to participate in field conferences, the effectiveness of the effective contract, the ability to provide benefits for the professors-staff, which, in turn, indicates an insufficient level of satisfaction with the incentives for professors. The main claims of the faculty to university services are reduced to excessive bureaucratization of management and educational processes. The most frequently mentioned requirements for the administration of the university regarding the improvement of working conditions are improving the efficiency of workflow, creating an electronic educational and managerial environment of the university. Among other problems that concern professors, there is a low interest of students in studying and the need to take exams and tests several times. Further clarification and separate studies require two issues identified as potentially problematic – this is the diagnosis of professional burnout of teachers and the provision of conditions to minimize its risks and consequences, as well as the difficulty in developing mechanisms to increase the effectiveness of interaction between professors and foreign students, overcoming language and cultural barriers.