Our main objective was to determine the possibility of using emotional intelligence as a potential resource in overcoming emotional burnout among students. The article confirms the assumption about the existence of correlation and casual interconnection between emotional burnout and emotional intelligence. It has been empirically proved that emotional burnout (p≤0.05) and depersonalization (p≤0.01) have a stronger effect on emotional intelligence; and it's the level of emotional intelligence that determines emotional exhaustion (p≤0.01) and reduction of personality achievements (p≤0.05). Persons' ability to understand their own emotions (p≤0.01), intrapersonal emotional intelligence (p≤0.01), emotional control (p≤0.05) effect emotional burnout, which in its turn is influencing expression control (p≤0.01). In particular, students with a high level of burnout are characterized by worse level of understanding their own emotions (p=0.003), while it's a more situational relation in cases with students with average burnout. The relation between the ability to manage one's own and others' emotions in this group is weaker (p=0.006) than in a sample of students with a low level of emotional burnout; as well as their relation between intrapersonal emotional intelligence (p=0.006) and control of expression (р=0.044), compared to students with average and low levels of burnout. The obtained data contribute to the study of the burnout phenomenon and provide an opportunity to determine further directions of its prevention and correction in students by means of emotional intelligence development.

Поліщук Оксана Миколаївна Колтунович Тетяна Анатоліївна Анотація. У статті здійснено аналіз особливостей професійних деформацій, уточнено дефінітивну характеристику поняття «професійна деформація вихователя» та окреслено ключові детермінанти професійних деформацій вихователів. Висвітлено результати емпіричного дослідження професійних деформацій у вихователів закладів дошкільної освіти, та їх зв'язку з емпатію, агресивністю та поведінкою у конфліктних ситуаціях. На основі отриманих результатів визначено, що професійні деформації вихователів закладів дошкільної освіти є доволі поширеним явищем; вихователям з високим рівнем професійних деформацій властиві незадоволеність власною професійною діяльністю, високі показники аутоагресії та гетероагресії, використання у конфліктних ситуаціях стилю суперництва. З'ясовано, що на зростання рівня і вираженості ознак професійної деформації у вихователів, впливають: зростання руйнівної активності щодо самого себе; зниження уміння спільно обирати в конфліктній ситуації альтернативний варіант, зростання прагнення домогтися своїх інтересів, зниження рівня задоволеності змістом і умовами своєї праці, агресивне ставлення до інших.

This paper aims to determine the relationship features between preschool educators' job satisfaction and professional burnout. The research sample included 90 persons (average age 25.5, the sample is homogeneous). Following techniques were used as research instruments: “Diagnostics of communicative social competence” (N.P. Fetiskin, V.V. Kozlov, G.M. Manuilov), “Coping strategies inventory” by R. Lazarus, “Maslach Burnout Inventory Education Survey”, “Workaholism” Inventory (E.P. Ilyin), "The Multidimensional Perfectionism Scale” (P.L. Hewitt, G.L. Flett), “Job Satisfaction Survey”, “Evaluation of Personality's Satisfaction with Work”. Descriptive, Spearman's Rank correlation analysis, One-way analysis of variance were applied. Job satisfaction and its components have a large number of correlations with professional burnout. There are main negative correlations between professional burnout and job satisfaction, interest in work, relationship satisfaction, achievement satisfaction, professional responsibility, other-oriented professionalism, and specific characteristics of communicative and social competence. The main positive correlations can be seen between burnout and independence, propensity for antisocial behavior, confrontational coping, distancing coping, seeking social support. Low values on the scales of emotional burnout, reduction of professional achievements, the inclination for antisocial behavior, and high levels of self-centered perfectionism and amiability are peculiar features of preschool teachers with job satisfaction. The empirical data analysis indicated an inverse relationship between the professional burnout of preschool teachers and their job satisfaction. Based on the data analysis, we can state that one's passion for work is an agent that can counteract professional burnout, and thus it cannot be seen just as its' opposite.

No abstract

The article is connected with a theoretical analysis of the emotional intelligence and empirical studies of the development of emotional intelligence in the context of personal dispositions of students future psychologists (n=84). The following methods were used in the empirical study: EQ test K. Barchard, «Diagnosis of emotional intelligence» (N. Hall), «Questionnaire SVF120» (V. Yanke, G. Erdmann, adaptation N. Vodopjanova), «Methods of diagnosing viability» (S. Muddy, adaptation D. Leontiev), «Oxford Happiness Inventory», «Diagnosis of emotionality» (Suvorov, 1976), «Questionnaire Machiavellianism of the individual». Mathematical data processing and graphical representation of the results were performed using the statistical package SPSS 17.0. It is noted that the real impetus for the emergence of the concept of EI in science were the works of G. Gardner and his theory of multiple intelligences. The basic models of ЕІ and the author’s interpretation of this concept are analyzed, which leads to the conclusion: the integrated understanding of this phenomenon by psychologists is still absent, the main definition of the concept of EI is often a list and description of its components, and the main justification for its importance is a list of those areas of life where the role of EI is most obvious.