PECULIARITIES OF MANIFESTATIONS AND PREVENTION OF MOTIONAL BURNOUT OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS

Abstract

The article is devoted to the problem of emotional burnout of teachers of higher education institutions and its prevention. The article presents the results of an empirical study of the manifestations of emotional burnout of teachers of higher education institutions in the humanities and economic disciplines. The results of the study of teachers' professional burnout are described. The levels of manifestation of emotional exhaustion, depersonalization and devaluation of professional achievements of teachers with different length of service are analyzed. Three groups of teachers with work experience of 1-10 years, 11-20 years and more than 20 years are considered.

The main problem areas of teachers with different levels of risk of emotional burnout are described. It is found that almost half of the teachers have a high risk of emotional burnout and the problem areas are health problems, work performance below their abilities, negative emotions and interpersonal problems. The diagnostic results revealed a state of emotional exhaustion in most teachers, which gradually leads to the emergence of emotional burnout syndrome and indicates the need for preventive measures.

The use of cognitive-behavioral therapy in the psychoprophylactic work of emotional burnout of teachers of higher education institutions is substantiated. The main goal of preventing emotional burnout in teachers is to preserve their psychological health. Indications for preventive psychological work on teachers' emotional burnout are: inadequately high level of claims in professional activity, high subjective significance of professional activity, reduced ability to maintain distance from work.

The article describes the peculiarities of using cognitive-behavioral therapy tools, mindfulness techniques, which consists in changing maladaptive cognitions that determine the peculiarities of the teacher's emotional and behavioral response and contribute to the development of constructive coaching. The use of cognitive-behavioral therapy in the prevention of teachers' emotional burnout is effective for this type of mental health disorder.