scholarly journals Peculiarities of Educators’ Emotional Burnout in Preschool Educational Institutions Depending on the Length of Professional Experience

2019 ◽  
Author(s):  
Tatyana Sharay
Keyword(s):  
Educational Institutions ◽  
Professional Experience ◽  
Emotional Burnout

scholarly journals Analysis of the problem of preservation and development of psychological health of a pedagogue in Russian educational organisations

2021 ◽  
Vol 27 (2) ◽  
pp. 39-46
Author(s):  
Olga V. Krasnikova ◽  
Valeria V. Katunova ◽  
Elena D. Bozhkova
Keyword(s):  
Psychological Health ◽  
Educational Process ◽  
Educational Institutions ◽  
Self Reflection ◽  
Steady Growth ◽  
Current State ◽  
Assistance Programme ◽  
Psychological Assistance ◽  
Medical University ◽  
Emotional Burnout

The review examines the problem of psychological health of pedagogues in Russian educational organisations – schools, colleges, universities, boarding schools. The analysed and structured modern literature data on psychological studies of pedagogues' health in various educational institutions of Russia noted their specificity and similarities. The work will raise the issue of the importance of monitoring the current state of pedagogues; such indicators of psychological ill health as emotional burnout, mental maladjustment, depersonalisation are considered. There has been a steady growth and disappointing dynamics of an increase in the number of pedagogues experiencing professional burnout. The options for providing psychological support to pedagogues of schools and universities were considered (individual and group trainings; self-reflection sessions; study of special literature); the result of approbation of the psychological assistance programme was evaluated. Possible prospects for the development of the Medical University of Nizhny Novgorod in the context of the problems of preserving and developing the psychological health of a pedagogue are noted. It has been established that the targeted use of a complex of psychological measures that preserve and develop the health of pedagogic workers not only affects the state of the participants in the educational process, but also guarantees the effectiveness of their activities, thereby determining the success of the education system as a whole.

scholarly journals PREDISPOSITION TO EMOTIONAL BURNOUT OF PRESCHOOL EDUCATIONAL INSTITUTIONS TEACHERS WITH DIFFERENT WORK EXPERIENCE

2021 ◽  
pp. 227-237
Author(s):  
N. Yudina
Keyword(s):  
Experimental Research ◽  
Work Experience ◽  
Preschool Teachers ◽  
Teaching Profession ◽  
Educational Institutions ◽  
Professional Activity ◽  
Scientific Publications ◽  
Young Professionals ◽  
Professional Activities ◽  
Emotional Burnout

The article presents the results of theoretical and experimental research of psychological peculiarities of emotional burnout of preschool educational institutions teachers with different work experience. As a result of theoretical analysis, it was found that the process of professional burnout is significantly influenced by the specifics of the subjects’ profession, and the teaching profession is characterized by increased responsibility and tension. However, in this context, more attention is paid to school teachers, and the predisposition to emotional burnout of preschool teachers is covered only in fragments in scientific publications. Data of an experimental research of the psychological peculiarities of the predisposition to emotional burnout of preschool educational institutions teachers with different work experience showed the differences in all components of emotional burnout of preschool teachers with different work experience. We were able to prove that young professionals are characterized by lower rates of emotional burnout, while experienced workers are characterized by higher one. Younger educators, despite the difficulties in their professional activities, have a positive attitude to their own professionalization, respond to difficulties and successes adequately. Instead, more than half of senior employees tend to respond inadequately to their own professional difficulties and successes. Preschool educational institutions teachers with little work experience almost do not feel emotional stress and alienation from professional activity. Instead, many experienced professionals are emotionally vulnerable, and they try to hide their reactions to the events of their lives by feeling personally alienation.

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.

scholarly journals Job satisfaction of advisors working in Private Educational Institutions: Izmir case Özel Eğitim Kurumlarında çalışan rehber öğretmenlerin iş doyumları: İzmir örneği

2017 ◽  
Vol 14 (2) ◽  
pp. 1690
Author(s):  
Zafer Cirhinlioglu ◽  
Ayşegül Demir
Keyword(s):  
Job Satisfaction ◽  
Work Environment ◽  
Significant Relationship ◽  
Educational Institutions ◽  
Professional Experience ◽  
Demographic Information ◽  
Occupational Satisfaction ◽  
Guidance Services ◽  
Level Of Education ◽  
Study Type

The aim of his study was to help teachers by preparing a more consistent work environment, their institutions to understand teachers’ purpose and motivate them to perform better in terms of providing better conditions and guidance services. A demographic information form and occupational satisfaction measure were applied to the advisors working in 108 special education institutions in Izmir. A significant relationship between marital status, age, graduation, professional experience, income level and job satisfaction was found. However, there was no significant relationship between gender, level of education, duration of study, type of service, and job satisfaction.Extended English abstract is in the end of PDF (TURKISH) file.  ÖzetBu araştırma, rehber öğretmenlere daha tutarlı bir çalışma ortamı hazırlayarak onların çalıştıkları kurumların amaç ve değerlerini anlamalarını sağlama, onları ileri düzeyde motive ederek daha iyi bir performans göstermelerine olanak verme ve rehberlik hizmetlerini daha sağlıklı koşullarda sunabilme amaçlarını gütmektedir. Araştırmada, İzmir iline bağlı 108 özel eğitim kurumunda çalışan rehber öğretmene kişisel bilgi formu ve mesleki doyum ölçeğini içeren anket uygulanmıştır. Araştırmanın sonucunda, demografik değişkenler içerisinde yer alan medeni durum, yaş, mezuniyet, mesleki tecrübe, ve gelir düzeyi ile iş doyumu arasında anlamlı bir ilişkinin olduğu; cinsiyet, öğrenim düzeyi, çalışma süresi, hizmet türü ve yer değişkeni ile iş doyumu arasında anlamlı bir ilişkinin olmadığı saptanmıştır. 

scholarly journals Formação para a Docência no Ensino Superior do Profissional de Saúde

2019 ◽  
Vol 20 (3) ◽  
pp. 286 ◽  
Author(s):  
Rosa Caroline Mata Verçosa ◽  
Lucy Vieira da Silva Lima
Keyword(s):  
Higher Education ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Education Quality ◽  
Basic Knowledge ◽  
Educational Institutions ◽  
Professional Experience ◽  
University Professor ◽  
Main Factors ◽  
Teaching Learning

Os docentes do Ensino Superior são autores de seus processos formativos e constroem modos próprios de apreender e transformar o aprendizado. Esses devem ter domínio dos conhecimentos básicos da área de experiência profissional e deve possuir domínio pedagógico e conceitual relacionado ao processo ensino-aprendizagem. Diante disso, o estudo tem como objetivo descrever e analisar o que se tem produzido sobre a formação para docência do profissional de saúde para o Ensino Superior e tem como metodologia a revisão integrativa da literatura. A amostra desta revisão totalizou 18 artigos, dos quais nove foram encontrados somente na base Lilacs, seis somente na SciELO, um somente na BDENF, um na SciELO e Lilacs, e um nas três bases simultaneamente. Nesse estudo, fica claro que o domínio dos conhecimentos da área de formação é importante, mas insuficiente para exercer a docência com excelência, então aprender a ensinar é um processo que deve ocorrer por toda a carreira desses professores. Os docentes universitários precisam se sentir estimulados a participarem de programas de educação continuada para construírem e ampliarem os conhecimentos necessários à docência. Essa formação para a docência para o Ensino Superior dos profissionais de saúde é uma necessidade que vem sendo sutilmente reconhecida pelas instituições de ensino e docentes, pois é um dos principais fatores que podem melhorar a qualidade do ensino, além de beneficiar instituições, professores e alunos. Palavras-chave: Professores. Processos Formativos. Ensino e Aprendizagem. AbstractHigher education professor  are the authors of their formative processes and build their own ways of learning and transforming learning. They should have mastery of basic knowledge of professional experience and should have pedagogical and conceptual mastery related to the teaching-learning process. Therefore, the study aims to describe and analyze what has been produced about the  health professionals education in higher education and its methodology is the integrative literature review. The sample of this review totaled 18 articles, of which nine were found only in the Lilacs database, six only in SciELO, one only in BDENF, one in SciELO and Lilacs, and one in the three bases simultaneously. In this study, it is clear that mastery of knowledge in the training area is important, but insufficient to exercise teaching with excellence, so learning how to teach is a process that should occur throughout the career of such professor. University professor need to be encouraged to participate in continuing education programs to build and expand the knowledge needed for teaching. This education for higher education teaching of health professionals is a need that has been subtly recognized by educational institutions and professor , as it is one of the main factors that can improve the education quality, besides benefiting institutions, professors  and students. Keywords: Professors. Formative Processes. Teaching and Learning.

PROFESSIONAL BURNOUT OF TEACHERS AT HIGHER EDUCATIONAL INSTITUTIONS

2021 ◽  
Author(s):  
Ainuru Zholchieva ◽  
Eldiiar Shakirov
Keyword(s):  
Twentieth Century ◽  
Close Contact ◽  
Healthy Person ◽  
Psychological State ◽  
Educational Institutions ◽  
Professional Burnout ◽  
Higher Educational Institutions ◽  
Emotional Burnout ◽  
Psychological Studies

The study deals with the problems of emotional burnout, concerning the work of teachers in the field of education. In psychological studies, the phenomenon of emotional burnout was first mentioned at the end of the twentieth century. In 1974, Herbert J. Freudenberger first used this term. He used it to describe the negative psychological state of any psychosocial occupation - a state of demoralization, exhaustion, frustration that occurs in a healthy person, who has close contact with patients in psychological clinics and crisis centers. The methodology of «Psychological burnout questionnaire for teachers» created by V.C. Rukavishnikov and the methodology of C. D. Spielberg «Determination of level of anxiety» (adaptation of Y.L. Hanin), «Scale of psych diagnostics stress PSM-25» were applied during an investigation.

EMOTIONAL STATE OF TEACHERS OF PRESCHOOL EDUCATIONAL INSTITUTIONS WITH DIFFERENT PROFESSIONAL EXPERIENCE

2021 ◽  
Vol 31 (3) ◽  
pp. 310-315
Author(s):  
О.V. Kuz’mina ◽  
E.G. Kornil’tseva ◽  
M.A. Vorobyova
Keyword(s):  
Empirical Study ◽  
Education System ◽  
Work Experience ◽  
Emotional State ◽  
Professional Knowledge ◽  
Well Being ◽  
Educational Institutions ◽  
Professional Experience ◽  
Emotional States ◽  
Emotional Tone

In the modern conditions of reforming the domestic education system, higher and higher requirements are being imposed not only on the professional knowledge, skills and abilities of teachers, but also on the level of their psychological well-being and the ability to manage their emotions. The article presents the results of an empirical study of the features of the emotional states of teachers of preschool educational institutions with different work experience. Based on the calculations of statistically significant differences using the Kraskel-Wallis H-test coefficient, it is concluded that the emotional states of teachers with different experience differ in the severity of the degree of fatigue, emotional tone, tension and stress. According to the authors of the article, psycho-pedagogical techniques aimed at optimizing emotional states of teachers should be based on four components: organic, emotional, semantic and behavioral.

scholarly journals Prevention of staff burnout in humanities teachers of higher educational institutions

2018 ◽  
pp. 30-34
Author(s):  
NV Polunina ◽  
LS Soltamakova
Keyword(s):  
Healthy Lifestyle ◽  
Preventive Measure ◽  
Educational Institutions ◽  
Administrative Staff ◽  
Higher Educational Institutions ◽  
Family Conflicts ◽  
Staff Burnout ◽  
Higher Educational ◽  
Emotional Burnout

In their daily life teachers go through a lot of stress ensuing from abrasive relationships with the administrative staff, colleagues or students, and family conflicts. Long-term exposure to stressors leads to the syndrome of emotional burnout, which can be avoided is preventive care is taken. The aim of this study was to identify burnout symptoms in the humanities teachers working for higher educational institutions and to propose adequate preventive measure. We recruited 1,489 teachers who were offered to anonymously fill out a questionnaire and also collected information about their health from sickness leaves. Statistical analysis included calculation of means, their errors, intensive and extensive variables, and confidence intervals. Two in three teachers reported fatigue, regular back/chest pain, and headache. The use of a scoring scale allowed us to conclude that a lot of respondents (43.2%) had severe burnout symptoms. Every second teacher demonstrated poor health awareness. To prevent staff burnout, measures should be taken aimed at stimulating a positive attitude to medical care, improving health literacy and motivating teachers to lead a healthy lifestyle.

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