(2024) Science and education, 1, 81-88. Odessa.
Svitlana Sytnik,
Doctor of Psychological Sciences, Professor,
The State Institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky",
26, Staroportofrankivska, Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0001-5875-919X
PERSONAL DETERMINANTS OF TEACHERS’ EMOTIONAL BURNOUT
SUMMARY:
The article presents the results of an empirical study of personal determinants of teachers’ emotional burnout. Emotional burnout is understood as a state of exhaustion that includes physical, emotional and psychological manifestations in response to work overload, stress, work-life imbalance, and ineffective leadership. The study proves that the personality traits that determine teachers’ emotional burnout are a tendency to unbalanced and tense reactions to difficult circumstances, which is exacerbated by unsociability, suspicion, anxiety, and poorly formed emotional management skills. Instead, the development of social and emotional skills, as well as professional self-realisation, contributes to the successful management of emotional burnout in teaching. The following arguments are presented as evidence: a) correlation of emotional burnout with emotional instability, introversion, depression, irritability, lack of empathy, inability to regulate own emotions, underestimation of own psychological resources and inefficient usage of them; b) the distinctive features of teachers with a high level of emotional burnout are low selfesteem, poor communication skills, normative behaviour, suspicion, anxiety, emotional immaturity, unfulfilled potential in the profession, etc. c) the main complexes of personal characteristics that aggravate emotional burnout are high emotional stress with poor emotional regulation, emotional and social disharmony, and insufficient professional and personal self-realisation.
KEYWORDS:
tension, resistance, exhaustion, emotional maturity, psychological resourcefulness.
FULL TEXT:
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