Emotional healing syndrome in professional activity of teacher
In the article the theoretical analysis of the problem of emotional burnout syndrome in the professional activity of teachers is conducted. Objective and subjective factors of emotional burnout of a modern teacher are determined. The essence of the notion of emotional burnout and its history of occurrence is revealed. The burning phases and their causes, in particular the phase of stress, resistivity and exhaustion, are considered. The substantiated symptoms of these phases of burnout, the phase of stress include anxiety and depression symptoms, which are accompanied by quest and lack of work, and more often, dismissal. The phase of exhaustion is characterized by emotional deficiency and emotional absence. It is noted that the presence of a syndrome of emotional burnout is most characteristic of those engaged in teaching activities, namely teachers, educators and teachers. The emphasis is on the importance of the presence of an organizational factor for emotional burnout, namely, social support. Social support is seen as supervising and supporting colleagues. It is noted that the supervision includes a feedback link of praise and encouragement. Support from colleagues at work includes emotional support, a sense of belonging and friendship. It has been found that teachers who receive support from supervisors and support from colleagues in work have a lesser degree of emotional burnout than those colleagues who do not receive the specified types of support. It was stated that there is a connection between emotional burnout and career orientations. In particular, the highest degree of emotional burnout among teachers who are socially active in their work. Such teachers have the least satisfaction with their work and there is a worse health condition. It was found
out that among the organizational factors of emotional burnout there are shortcomings in the organization of the educational process, in particular the lack of educational laboratories, lack of effective cooperation with parents, unmatched classes, etc. The style of work, as well as the peculiarities of the teacher’s attribution style, can also affect the degree of burnout. Means of punishment in the professional activity of the teacher are significant factors in the emergence of a syndrome of emotional burnout. The degree of expressiveness of depersonalization will be higher than those who receive punishment and they feel that they are not deserving.