Characteristics of the working conditions of teachers in distance learning in the aspect of the development of emotional burnout

2021 ◽  
Vol 61 (10) ◽  
pp. 690-694
Author(s):  
Valeriy I. Popov ◽  
Natalya A. Skoblina ◽  
Oleg F. Zhukov ◽  
Oksana V. Lukanova ◽  
Olga M. Shepeleva
Keyword(s):  
Distance Learning ◽  
Working Conditions ◽  
Work Experience ◽  
Healthy Lifestyle ◽  
Educational Process ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Contract Compliance ◽  
High Quality Medical Care ◽  
Emotional Burnout

Researchers surveyed secondary school teachers characterizing the signs of emotional burnout during the educational process in a distance format. We considered preventive measures. The study aims to research the possible development of emotional burnout among teachers in the conditions of distance learning. We conducted a study with the participation of 72 teachers to identify signs of emotional burnout using the V.V. Boyko questionnaire and conducted statistical data processing using Statistica 13.0. The average age of teachers was 47.1 years; the majority were women. In addition, 70,0% of Teachers noted that they have chronic diseases. Based on the results obtained, we concluded that school teachers' lack of work experience in the conditions of distance learning and online classes was a traumatic circumstance for almost half of the teachers, which could serve as a triggering mechanism for the stages of development emotional burnout. Subjectively, teachers associated the formation of symptoms of emotional burnout and health disorders with two-thirds of all cases with working conditions, its intensity, and difficulties with maintaining a healthy lifestyle in self-isolation. The revealed indicators of the phases of the development of emotional burnout allow us to judge that 45.9% of teachers have a formed/dominant symptom of "experiencing traumatic circumstances" registered in the "tension" phase. 31.2% of teachers have a symptom of "anxiety and depression". There are high rates of symptoms of "inadequate selective emotional response" - 54.1% in the "resistance" phase, "emotional and moral disorientation" - 32.8%, "expansion of the sphere of saving emotions" - 31.1% and "reduction of professional responsibilities" - 50.8%. In the "exhaustion" phase, the symptom "psychosomatic and psychovegetative disorders" has a dominant value in 22.9% of teachers. Factors that, according to teachers, contribute to the formation of emotional burnout are: the intensity of work in the conditions of distance learning (61.1%); violation of lifestyle components (36.1%); lack of access to a doctor (29.2%). To prevent the formation of emotional burnout syndrome in the conditions of distance learning: it is necessary to observe for teachers the work and rest regime in compliance with the working time regulations within the framework of official duties and an employment contract, compliance with the rules of a healthy lifestyle, high-quality medical care, and mandatory professional development on online training.

scholarly journals Personality Parameters as Predictors of the Burnout Syndrome Development in School Teachers

2020 ◽  
Vol 2020 (1) ◽  
pp. 12-25
Author(s):  
Zoya Krecan ◽  
Evgeny Morozov ◽  
Lolita Semke
Keyword(s):  
Interpersonal Relationships ◽  
Work Experience ◽  
Cognitive Complexity ◽  
Burnout Syndrome ◽  
General Description ◽  
Professional Burnout ◽  
School Teachers ◽  
Personal Traits ◽  
Emotional Burnout ◽  
The Relationship

The article features the professional burnout syndrome in teachers. Teaching is one of the most stressful social activities. The authors pointed out personal traits that may determine the development of the professional burnout syndrome in school teachers. They identified, justified, and experimentally verified the relationship between burnout and personality parameters. Together with age, work experience, marital and parental status, these personal traits can serve as burnout predictors. The article gives a general description of the emotional burnout phenomenon in teachers, which includes negative psychological experiences caused by the regular high emotional content or cognitive complexity. The paper also introduces factors of development of emotional burnout. The authors identified the burnout predictors based on the results of an empirical study. They determined strong empathy and internality as provoking factors that triggered emotional stress. As a rule, the stress was associated with teacher's attitude to his or her role in interpersonal relationships. The authors proposed some methods for the prevention of burnout syndrome in teachers.

scholarly journals The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan

2021 ◽  
Vol 102 (2) ◽  
pp. 188-194
Author(s):  
B. Zhetpisbayeva ◽  
◽  
D. Dyakov ◽  
S. Shunkeyeva ◽  
G. Khamitova ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Technology Use ◽  
Online Survey ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
School Teachers ◽  
University Teachers ◽  
The Republic

This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers acting as experts on the implementation of CLIL training in educational institutions of the Republic. To develop a methodology and tools for online survey of teachers scientific works in the field of CLIL training and distance education technologies on the creation of educational resources and a virtual learning environment and on the sociology of education were studied. When processing the results of the survey, we used statistical and descriptive research methods. The results of the online survey confirmed the hypothesis of the study that the main problem of using CLIL technology is the problem of resource provision of the CLIL training program in the context of distance education, as well as the level of methodological and IT-training of school teachers and university teachers. Other features of using CLIL technology in a distance format are as follows: the school teachers and university teachers have an appropriate set of basic competencies of a teacher practicing CLIL training, and, at the same time, their insufficiency for the implementation of the educational process in the context of distance education and, accordingly, the need to acquire additional competencies required by the teacher for the application of CLIL technology in a distance format

scholarly journals University professors ready to work remotely implement distance learning during the COVID 19 pandemic

2020 ◽  
Vol 48 (6) ◽  
pp. 89-102
Author(s):  
Elena B. Puchkova ◽  
◽  
Larisa V. Temnova ◽  
Elena A. Sorokoumova ◽  
Elena I. Cherdymova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Work Experience ◽  
Online Survey ◽  
New Technologies ◽  
Educational Process ◽  
Psychological State ◽  
Professional Activity ◽  
Self Assessment ◽  
Psychological Burden ◽  
University Teachers

During the COVID 19 pandemic, the forced and widespread transition to distance learning has required restructuring of the entire educational process at the universities, quick adoption of new tools for work in the digital environment, and adaptation to new ways of communication in the teacher-student system. In May 2020, we conducted an anonymous online survey of the 172 Russian university teachers to determine their readiness to distance learning in conditions of self-isolation during the COVID 19 pandemic. We determine that teachers of all ages, different work experience, and various specializations have a similar (not quite successful) level of psychological state when working in a completely remote mode. We find that teachers’ self-assessment of their readiness for distance learning also has medium-low values. The teachers were not prepared to work exclusively in the remote format, regardless of their gender, age, work experience and specialization. Our analysis shows that teachers’ self-assessment of their professional skills differs between a group of young teachers that do not have PhD (which presumably have higher motivation for career growth, self-development, pursuing a PhD degree, promotion) and a group of senior teachers holding PhDs (who, at the time of the survey, had a significant professional status). Our conclusion suggests that the respondents have quite successfully overcome a high psychological burden and the need for a full transition to distance learning, which accompanied their work during the pandemic. Furthermore, we find that Russian university teachers have a high adaptive potential. A quick transition to remote mode, the need to master new technologies and forms of training did not pose any insurmountable problems for the Russian university teachers but became new motivators for their professional development. Further work requires additional research regarding the high "psychological cost" of such restructuring of consciousness and professional activity.

Job Satisfaction Of Private And Government School Teachers In Thanjavur City

2019 ◽  
Vol 118 (9) ◽  
pp. 73-82
Author(s):  
SIVAGAMI. R ◽  
UMAMAHESWARI. D
Keyword(s):  
Job Satisfaction ◽  
Working Conditions ◽  
Personal Growth ◽  
Private School ◽  
Work Experience ◽  
Growth Management ◽  
Job Security ◽  
School Teachers ◽  
Government School ◽  
Immediate Supervisor

The sustainability of any organisation depends on the retention of its employees which in turn depends on their satisfaction level.  In this study the researcher had investigated the satisfaction levels of private and government school teachers handling primary children. For this research, 50 Government school teachers and 50 Private school teachers, totally 100 teachers, from different schools in Thanjavur city were examined. This study compares the satisfaction levels of the private and government school teachers based on ten variables which are found to influence them. This study also reveals that the demographic factors such as age, qualification, gender, marital status and work experience makes no difference in the job satisfaction levels of teachers.  Ten factors such as Opportunity to advance professionally, Income, Recognition, Job Security, Colleagues, Working Conditions, Respect, Personal growth, Management and Immediate supervisor were considered to measure the job satisfaction and it is proved that the job security is the most significant factor among the ten factors which influences job satisfaction.

Hygienic assessment of the influence of working conditions and the psychological situation in the team on the risk of emotional burnout in medical workers

2021 ◽  
pp. 58-65
Author(s):  
Neilya Shavketovna Ratushnaya ◽  
Yuliya Viktorovna Eliseeva
Keyword(s):  
Working Conditions ◽  
Working Environment ◽  
Labor Process ◽  
Burnout Syndrome ◽  
Medical Professionals ◽  
Medical Worker ◽  
Methodological Basis ◽  
Emotional Burnout ◽  
Emotional Burnout Syndrome

The article presents the results of the risk of developing the burnout syndrome in medical workers, taking into account the influence of hygienic working conditions and the psychological situation in the team. 134 medical workers with working conditions class 2.0, 3.1, and 3.2 were under observation. The ratio of the working conditions of medical workers to the corresponding class was established according to the Manual 2.2006–05 «Hygienic assessment of factors of the working environment and the labor process. Criteria and classification of working conditions». The methodological basis for assessing the level of emotional burnout of a medical worker in a team was a questionnaire developed by V. V. Boyko; the psychological situation in the team was assessed using a questionnaire by A. F. Fiedler. The conducted studies found that with the class of working conditions of doctors at the level of 2.0, the risk of developing emotional burnout after five years of work is 30.7 %. At the level of the class of working conditions 3.2, after five years of work, the burnout among doctors will reach 46.7 %. Against the background of a favorable psychological situation in the team, the probability of developing an emotional burnout syndrome was 20.0 %, with an unfavorable one, it increased to 46.6 %. The results obtained in the course of this study were used as the basis for the development of a method for predicting the risk of developing burnout syndrome in medical professionals in the first five years of work with a sensitivity of 78 % and a specificity of 68 %.

scholarly journals MONITORING OF THE EFFICIENCY OF THE EDUCATIONAL PROCESS IN THE CONDITIONS OF DISTANCE LEARNING

2021 ◽  
pp. 86-98
Author(s):  
Natalia Kolomiiets ◽  
Irina Reznichenko
Keyword(s):  
Distance Learning ◽  
Working Hours ◽  
City Council ◽  
Educational Process ◽  
Psychological Support ◽  
Educational Activity ◽  
Visual Contact ◽  
Personal Resource ◽  
Age Features ◽  
Emotional Burnout

The article investigates the efficiency of the educational process in the conditions of distance learning in Cherkasy region during the second wave of pandemic. In order to check the efficiency of distance learning, the most urgent issues were identified and a questionnaire of teachers was conducted (November-December 2020). The questionnaire was organized due to the assistance of the Uman City Council. In the questionnaire, 150 teachers of Uman schools took part. The analysis of the study conducted by us reveals a number of difficulties and problems of the psychological nature associated with the organization of distance learning (lack of skills to study independently; low motivation to study; enormous workload of students and teachers; lack of communication with teachers and peers; rejection of a distance learning; emotional burnout (for a teacher)).The analysis of modern studies allowed developing a series of methodical advice for teachers about overcoming such problems as the importance of constant communication with students (visual contact); conducting the material in an optimistic tone; providing constant feedback; taking into account the age of children; psychological support and assistance to students.In the course of the study, another problem was discovered. It was connected with the peculiarities of educational activity (working with people, stressful situations, etc.) and innovative constraints caused by the COVID-19 pandemic, which is characterized by psychoemotional exhaustion, emotional burnout of teachers. In order to prevent the development of this type of teacher professional deformation, the following rules should be observed. Teachers should distribute effectively working hours; critically evaluate own professional, emotional and physical conditions and have access to the necessary professional assistance; create conditions for the formation and restoration of personal resource; follow the rules of psychological safety in the process of professional activity.Teachers, psychologists, methodologists and other participants of the educational process can use developed methodological recommendations. Keywords: educational process, distance learning, pandemic, quarantine, teacher questionnaire, psychological problems, psychological support, methodical advice to teachers, age features.

scholarly journals THE INFLUENCE OF QUARANTINE RESTRICTIONS ON THE DEVELOPMENT OF OCCUPATIONAL BURNOUT IN EDUCATORES OF HIGHER EDUCATION AL INSTITUTIONS OF UKRAINE

2021 ◽  
Vol 21 (1) ◽  
pp. 141-145
Author(s):  
A.P. Stepanchuk
Keyword(s):  
Psychological Factors ◽  
Close Contact ◽  
Research Work ◽  
Educational Process ◽  
Burnout Syndrome ◽  
Professional Activity ◽  
Occupational Burnout ◽  
Wide Range ◽  
Teachers And Students ◽  
Emotional Burnout

Occupational burnout syndrome most often occurs among professionals of the at-risk occupations, i.e. those who work in close contact with people and have to communicate a lot and intensively with others. This group includes educational specialists (teachers, educators, psychologists), medical professionals, and sale representatives. Fatigue, weakness, lack of interest in their activities against the background of chronic stress, is well known to many people, especially workaholics, who strive to do as much as possible, resulting in emotional burnout. With the onset of the Covid-19 pandemic, burnout has taken on a different form due to isolation, fears for the lives and health of family members, and distance from workplaces and well-accustomed co-workers. Distance learning has created new challenges for teachers and students of HEIs. Study before quarantine was already complicated, given the heavy workload, the large volume of the curriculum, and the constant lack of free time. Working in such rhythm makes it difficult to maintain mental health and prevent emotional burnout. The professional activity of university educators is characterized by increased responsibility, a wide range of commitments and the need for continuous professional development. In addition to the educational process, the teacher is responsible for the implementation of methodological, organizational, educational and research work. The influence of stressors on a teacher’s health contributes to the emergence of the syndrome of occupational burnout. “Quarantine” factors influencing the development of occupational burnout can be assigned into two groups: organizational and psychological factors related to the novel special organization of work in quarantine; psychological factors associated with the new psychological features of the professional activity and their own subjective characteristics. To prevent the development of occupational burnout, psychologists recommend to take care of yourself; do not forget about rest; realistically estimate own capabilities and, accordingly, plan work and time; do not make unnecessary commitments; do not demand too much from yourself; work should bring joy.

scholarly journals Barriers to implementation of distance learning during the COVID-19 outbreak: Teacher perspective

2021 ◽  
Vol 53 (1) ◽  
pp. 7-66
Author(s):  
Marija Jovanovic ◽  
Dragana Dimitrijevic
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
High School Teachers ◽  
Work Experience ◽  
Regular Instruction ◽  
School Teachers ◽  
Teacher Perspective ◽  
Barriers To Implementation ◽  
Functional Knowledge

Since the outbreak of the COVID-19 pandemic in early 2020, distance learning has become one of the main educational issues globally. With the transition of all instruction to the online environment, teachers in Serbia have faced a number of challenges and barriers that have affected the quality of their work. In this paper, we wanted to analyse the barriers that teachers faced during the first months of distance learning. The research was conducted combining quantitative and qualitative analysis of data collected on a sample of 122 high school teachers from the Southeast Serbia (Nis, Leskovac). The results show that teachers recognise evaluation barriers as the predominant ones, followed by organisational-administrative ones, while the least represented were material-technical barriers to distance learning. The findings also confirm that material and technical barriers are most common among teachers with the longest work experience, as well as that organisational-administrative and socio-emotional barriers are the least common among teachers of vocational subjects. Although the focus of the paper was on the barriers in the implementation of distance learning, it can be concluded that teachers recognise certain benefits of this type of instruction and indicate that it can be used as a supplement to regular instruction. The main pedagogical implications of the paper refer to the empowerment of teachers through professional development in the field of distance learning, but also to the need to create new professional development programmes in this field which will enable the development of functional knowledge and relevant competencies for the immediate situational context of modern instruction.

scholarly journals Formation of health and safety competence of students in the process of physical education by means of distance learning

2020 ◽  
pp. 95-99
Author(s):  
A. Korol ◽  
A. Hripach ◽  
O. Zalisko ◽  
T. Zelikova
Keyword(s):  
Distance Learning ◽  
Physical Education ◽  
Healthy Lifestyle ◽  
Health And Safety ◽  
Final Analysis ◽  
Research Problem ◽  
Educational Process ◽  
Health Competence ◽  
Health Technologies ◽  
Independent Work

The article is devoted to the topical problem of preserving and strengthening the health of students and testifies to the intersectoral nature of the research problem. It is determined that the problem of improving the health of young people cannot be considered outside the context of physical education, which as a function of general pedagogy is a method of forming their health-preserving competence. It is substantiated that the means of distance learning as an innovative software technology are a quality service of providing information and a tool for the formation of health competence during the coronavirus epidemic. The purpose of the work is to identify and substantiate the pedagogical foundations of the formation of health competence of students in the process of their physical education in higher education institutions by means of distance learning. Research methods: theoretical analysis, systematization, comparison of different views on the researched problem, generalization of data of scientific-methodical and special literature. The functioning of the distance learning environment is positioned as an important reserve for updating the educational process of physical education of students. It is justified that during quarantine you should not stop exercising. In such a situation, conscious independent work becomes of paramount importance. The final analysis established that the formation of health-preserving competence of students by means of distance learning in physical education integrates: information and communication competence, health education technology, health technologies, health culture education. It seems likely that in this process, the development of interest, skills and related special knowledge of health should be developed. The result of the formation of health-preserving competence in the course of physical education by distance learning should be the development of students' need for physical self-improvement, regular physical education, responsible and competent attitude to their health, the formation of healthy lifestyle values that will determine their behavior based on motivation to strengthen their health under harsh conditions of forced physical inactivity during training.

Teacher’s request: multimedia manuals for the formation of student’s health

2021 ◽  
pp. 67-73
Author(s):  
Tat’yana Aleksandrovna Sobolevskaya ◽  
Irina Viktorovna Ryabova ◽  
Natal’ya Nikolaevna Nezhkina ◽  
Oleg Mikhaylovich Zverev ◽  
Dmitriy Nikolaevich Chernogorov
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Healthy Lifestyle ◽  
Health Problems ◽  
Educational Process ◽  
Educational Materials ◽  
Electronic Resources ◽  
Learning Materials

The article presents the results of survey of teachers in Moscow schools to study a request of learning materials for formation of healthy lifestyle and prevention of health problems of students in educational process both in the classroom and in distance learning and their preferences in content of such tools. 270 teachers from 27 general education complexes of different administrative districts of Moscow took part in the survey (December 2020). The results of survey shows that today there is a shortage of educational materials on electronic resources aimed at forming student’s health and preventing its violations. There is a request from the teachers for development and creation of such tools and mainly multimedia materials.

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