Features of mental health and burnout syndrome in special education teachers of specialized educational institutions of school and primary vocational education

2021 ◽  
pp. 71-79
Author(s):  
Vadim Germanovich Suvorov ◽  
Tatyana Olegovna Belova ◽  
Kira Osipovna Suvorova
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Vocational Education ◽  
Special Education Teachers ◽  
Psychological Disorders ◽  
Burnout Syndrome ◽  
Educational Institutions ◽  
Early Formation ◽  
Psychological Features ◽  
Emotional Burnout

The article presents the results of a study of the psychological features of emotional burnout in 55 teachers— oligophrenic pedagogues. It was found that in this category of the surveyed, in comparison with teachers of mass educational institutions, there is a more frequent and early formation of burnout syndrome with a predominance of phases of stress and exhaustion, leading to pronounced psychological disorders.

Features of mental health and emotional burnout syndrome among teachers-defectologists of specialized educational institutions of school and primary vocational education

2021 ◽  
pp. 60-69
Author(s):  
Vadim Germanovich Suvorov ◽  
Tatyana Olegovna Belova ◽  
Kira Osipovna Suvorova
Keyword(s):  
Mental Health ◽  
Vocational Education ◽  
Psychological Disorders ◽  
Burnout Syndrome ◽  
Psychological Characteristics ◽  
Educational Institutions ◽  
Early Formation ◽  
Emotional Burnout ◽  
Emotional Burnout Syndrome

The article presents the results of a study of the psychological characteristics of emotional «burnout» in 55 teachers — oligophrenopedagogues. It was found that this category of subjects compared with teachers of mass educational institutions has a more frequent and early formation of the syndrome of emotional «burnout» with a predominance of phases of stress and exhaustion, leading to pronounced psychological disorders.

scholarly journals Emotional Intelligence and Well-Being of Special Education Teachers in China: The Mediating Role of Work-Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Wangqian Fu ◽  
Chonggao Wang ◽  
Wenjun Tang ◽  
Sha Lu ◽  
Yan Wang
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Emotional Intelligence ◽  
Work Engagement ◽  
Special Education Teachers ◽  
Well Being ◽  
Mediating Role ◽  
Study Results ◽  
Psychological Mechanism

The well-being of special education teachers is key to their mental health and also influences the development of their students. This study aimed to investigate the psychological mechanism of the well-being of special education teachers in China, where they are maximum in number. We explored the role of emotional intelligence (EI) and work engagement on the well-being of teachers. A total of 496 Chinese special education teachers participated in the current study. Results suggested that (1) the EI and work engagement were positively associated with the well-being of special education teachers; and that (2) work engagement played a mediating role on EI and well-being of special education teachers. To promote the well-being of special education teachers, suggestions for policymakers and schools are discussed.

scholarly journals DISTANCE EDUCATION IN THE PANDEMIC ERA: THE VIEWS OF GREEK GENERAL AND SPECIAL EDUCATION TEACHERS OF SECONDARY EDUCATION REGARDING READINESS, CHALLENGES AND THE POST-COVID EDUCATIONAL PRACTICES

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Giannouli Vasiliki ◽  
Sarris Dimitrios ◽  
Papadopoulou Maro
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Secondary Education ◽  
Significant Influence ◽  
Special Education Teachers ◽  
Personal Data ◽  
Educational Institutions ◽  
Educational Practices ◽  
Analysis Of Results ◽  
Years Of Service

<p>The present study, via the use of a questionnaire, examined the views of 138 Greek teachers, of general and special education, on the readiness for distance education, the challenges they face during the courses, and the measures to be taken in education in case of a next crisis such as Coronavirus pandemic (COVID-19). Educators’ views on the measures to be taken by educational institutions in order to be ready to provide distance education in the post-COVID era were also examined. The analysis of results showed that Special Education teachers appeared to be more ready for distance education; indeed, their field of employment itself, namely teaching, their years of service, the age and the level of studies were found to have a statistically significant influence on their answers. The greater challenge that both groups of teachers faced were the difficulties in communicating with their students. It became apparent also the great need for training teachers in issues related to distance education as well as the protection of their personal data of their students. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0977/a.php" alt="Hit counter" /></p>

scholarly journals Features of emotional burnout in neurological and mental health workers

2021 ◽  
pp. 14-20
Author(s):  
Natalia Maruta ◽  
Oleg Chaban
Keyword(s):  
Mental Health ◽  
Health Workers ◽  
Burnout Syndrome ◽  
Mental Health Workers ◽  
Working Capacity ◽  
Emotional Burnout ◽  
Increased Activity ◽  
Emotional Burnout Syndrome

We examined 196 people from all regions in Ukraine who worked in the field of neurological and mental health (128 neurologists and 68 psychiatrists). Among the surveyed women prevailed (157 women and 39 men), whose average age was (48.6 ± 2.8) years. Studies have shown that signs of emotional burnout syndrome (EBS) of varying severity were identified in 68.4 % of the surveyed. Only 31.6 % of the individuals did not find any signs of EBS. During the analysis of the EBS structure, it was found that the stage of stress was found in 30.6 % of the examined, the stage of resistance — in 20.4 % and the stage of depletion — in 17.3 %. The effectiveness of MemoProve in persons with EBS includes regression of asthenia (physical and mental), increased activity and motivation, as well as an improvement in the processes of concentration and working capacity, that is, it allows to eliminate manifestations of EBS.

scholarly journals Charismatic Leadership and Special Education Teachers’ Empowerment

2021 ◽  
Vol 9 (3) ◽  
pp. 89
Author(s):  
Paraskevi Loukeri ◽  
Agathi Stathopoulou ◽  
Yolanda Salapata ◽  
Athanasios Drigas
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Charismatic Leadership ◽  
Determine Factor ◽  
Job Burnout ◽  
Working Environment ◽  
Burnout Syndrome ◽  
Strongly Correlated ◽  
Key Points ◽  
Successful Leadership

<p>In general, leadership is strongly correlated with the empowerment of the followers’ personal vision as well as with the effectiveness of their work. On the top of that, the admiration derived of a group of people towards a leader, is a determine factor to characterize the leader as “charismatic – emotionally intelligent”. Consequently, final target along with the adopted strategies are the key points for successful leadership. This is how a high-leveled Job Satisfaction environment for the employees, can be secured, protecting them against Job Burnout syndrome. In Special Education, the consequences of Job Burnout seem to be profoundly serious concerning not only the teacher him/herself but also his/her work efficiency. It has been found that teachers, who face the Job Burnout are usually physically and mentally tired, depressed, and continually anxious, keeping themselves isolated and not easily accessible. This research aims to investigate the correlation between the school leader’s emotionally intelligence and the existence of supportive working environment, where the teacher is motivated, inspired and protected by the danger of Job Burnout.</p>

ANALYSIS OF THE CORRELATION BETWEEN EMOTIONAL BURNOUT AND MANIFESTATIONS OF ALEXITHYMIA AND AGGRESSION AMONG SPECIAL EDUCATION TEACHERS

2019 ◽  
pp. 102-112
Author(s):  
Aleksandr Pavlovich Marshalkin ◽  
Galina Konstantinovna Trufanova ◽  
Elena Viktorovna Khlystova
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Emotional Burnout

scholarly journals Persepsi Bakal Guru Pendidikan Khas terhadap Pendidikan Khas di Malaysia

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 113-120
Author(s):  
Nurul Hidayah Liew Abdullah ◽  
Siti Fatimah Mohd Jamil ◽  
Marina Ibrahim Mukthar ◽  
Maziana Mohamed ◽  
Aini Nazura Paimin
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Education System ◽  
Teaching And Learning ◽  
Mean Value ◽  
Moderate Level ◽  
Educational Institutions ◽  
Special Education Needs ◽  
Level Of Knowledge ◽  
Effective Teaching And Learning

Persediaan dan tahap pengetahuan bakal guru pendidikan khas terhadap murid berkeperluan pendidikan khas (MBPK) adalah penting untuk memastikan penyaluran ilmu kepada golongan MPBK dapat dilaksanakan secara maksimum kerana cara mendidik dan mengajar MPBK berbeza dengan murid tipikal. Kajian ini dijalankan bertujuan untuk mengenal pasti persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai pendidikan khas di Malaysia. Kajian ini dilakukan secara kuantitatif deskriptif secara tinjauan di Institut Pendidikan Guru Malaysia (IPGM) Kampus Tun Hussein Onn, Batu Pahat, Johor. Sampel kajian ini terdiri daripada 42 orang pelajar tahun tiga yang mengambil bidang pendidikan khas. Data kuantitatif dianalisis secara deskriptif dengan menggunakan skor min dan sisihan piawai untuk mengenal pasti persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai sistem pendidikan khas dan kategori MBPK di Malaysia. Dapatan kajian menunjukkan bahawa tahap persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai sistem pendidikan khas dan kategori MBPK di Malaysia berada pada tahap sederhana iaitu masing-masing dengan nilai min 3.32 dan 3.61. Kesimpulannya, bakal guru pendidikan khas perlu mempunyai pengetahuan mengenai sistem pendidikan dan kategori MBPK di Malaysia untuk memastikan pengajaran dan pembelajaran yang lebih berkesan dilaksanakan kepada murid MPBK.  Oleh itu, institusi pendidikan yang berkenaan perlu mencari inisiatif supaya bakal guru pendidikan khas dapat dibekalkan dengan pengetahuan yang mencukupi sebelum berkhidmat.   The readiness and level of knowledge of pre-service special education teachers towards students with special education needs (MBPK) is important. As educating and teaching MPBK is different from typical students, the readiness and knowledge aid to ensure that the distribution of knowledge to MPBK can be implemented to the maximum.  Thus, this study was conducted to identify the perception of prospective special education teachers on knowledge of special education in Malaysia. This descriptive quantitative study was conducted by survey at the Malaysian Institute of Teacher Education (IPGM) Tun Hussein Onn Campus, Batu Pahat, Johor. The sample of this study consists of 42 third year students in the field of special education. Quantitative data were analyzed descriptively using mean scores and standard deviations to identify the perceptions of prospective special education teachers on knowledge of the special education system and MBPK category in Malaysia. The findings indicated that the level of perception of pre-service special education teachers on the knowledge of special education system and MBPK category in Malaysia is at a moderate level with a mean value of 3.32 and 3.61 respectively. This means that pre-service special education teachers perceive that the knowledge of the special education system in Malaysia and the knowledge of the MBPK category in Malaysia is at a moderate level only. In conclusion, pre-service special education teachers need to enrich their knowledge about the education system and MBPK category in Malaysia to ensure more effective teaching and learning approach is implemented for MPBK students. Therefore, the relevant educational institutions need to discover effective initiatives so that prospective special education teachers can be provided with sufficient knowledge before serving.

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