The problem of emotional burnout among teachers with different teaching experience

Abstract

The authors present in the article the results of the study of the problem of emotional burnout among teachers with different professional experience. The study aims to consider the features of emotional burnout among teachers with different professional experience in order to scientifically substantiate psychophysiological measures to correct the functional state and psychological status of teachers. To study the phenomenon of emotional burnout, the authors conducted a study among 60 teachers using the V.V. Boyko emotional burnout questionnaire, K. Maslach and S. Jackson professional burnout techniques and the primary diagnosis of people with manifestations of neuropsychic instability V.Y. Rybnikov. The teachers were divided into 2 groups. The first group included 30 women aged 30 to 40 years with 10 to 20 years of professional experience, and the second group included 30 women aged 40 to 50 years with 20 to 30 years of work experience. The scientists processed the results using the statistical software package "Statistica 17.0". Statistical analysis revealed significant differences in the scales of emotional burnout among teachers of the first and second groups. Using the questionnaire of V.V. Boyko, experts identified the stages of professional burnout development in most of the interviewed teachers. The "stress" phase was formed in 13.4% of teachers with 10 to 20 years of experience and in 40.0% with more than 20 years of experience; the authors registered the "resistance" stage in 20.0% of teachers of the first group and in 40.0% of the second; the stage of the "exhaustion" phase was determined in 13.4% of teachers with more than 20 years of experience 20 years old. Using the methodology of K. Maslach and S. Jackson, the researchers revealed the degree of manifestation of the sides of professional deformation. They revealed a high level of emotional exhaustion in 20.0% of teachers with work experience from 10 to 20 years and in 60.0% of teachers with work experience from 20 to 30 years, depersonalization — in 26.7% of teachers of the first group and 36.6% of the second, a decrease in professional achievements — in 16.7% and 26.8%, respectively. A low level of neuropsychic stability (according to V.Y. Rybnikov's methodology) was found in 3.3% of teachers with work experience from 10 to 20 years and in 13.3% with work experience from 20 to 30 years. There is a relationship between work experience and emotional burnout: an increase in professional experience leads to an increase in the level of formation of emotional burnout among teachers. The presence of emotional burnout is a serious problem in the professional activities of teaching staff, which affects not only the effectiveness of their work, but also their psychological and physical health, and relationships with others. There is an urgent need to organize measures to prevent and correct professional burnout of teachers, the implementation of which should be implemented at two levels — at the level of work with teachers and at the level of eliminating risk factors of this problem in the educational organization itself. Limitations. The study is limited to a gender and age sample of teaching staff at an educational institution. The results may vary depending on the place of residence and personal characteristics of the respondents. Ethics. The study was conducted in compliance with the requirements of biomedical ethics and did not endanger the participants. Voluntary informed consent was obtained for each participant.