DOI: http://doi.org/10.15350/2409-7616.2021.2.15

UDC 378

Gogitsaeva O.U.¹ (Vladikavkaz, Russian Federation) – E-mail: gogitsaeva@yandex.ru, Kochisov V.K.¹ (Vladikavkaz, Russian Federation) – E-mail: kotisov@yandex.ru, Kasaeva L.V.¹ (Vladikavkaz, Russian Federation) – E-mail: gogitsaeva@yandex.ru

¹North Ossetian State University named after K.L. Khetagurova

Abstract. The article is devoted to the analysis and substantiation of the specifics of the emotional burnout of teachers of additional educational organizations and the identification of prevention opportunities. It scientifically substantiates the psychological conditions for the occurrence of emotional burnout in children’s educational institutions; the features and factors of this process at various stages of its formation are revealed; the criteria of emotional burnout are theoretically substantiated and their factor structure is revealed; the dependence of the dynamics of the subject’s burnout on the quality of the work performed by him was established Nowadays, the problem of the emotional burnout of specialists is becoming more and more important due to the rapid change in the socio-economic and political situation, the increase in professional and mental stress in professional activity, the constant growth of competitiveness in society. Emotional burnout is especially common among representatives of many socionomic professions, which include the profession of an educator of a preschool educational organization. The prerequisites for the formation of burnout can be the high responsibility assigned to them by society and the family for life and health, the upbringing and education of children, mental overload, an imbalance between costs and rewards, and the like. In addition, the profession of an educator is exclusively “female”, therefore the influence of these professional prerequisites increases household responsibilities, lack of time for the family, requires a compromise balancing between work and family, and leads to an increase in psycho-emotional stress, physical and mental exhaustion, and the like. Thus, our study of scientific approaches to the problem of emotional burnout, its interpretations and models allows us to state that it is inherent in: overwork of the subject due to objective or subject-conditioned overload, which, according to the patterns of the development of prolonged stress into distress, leads to nervous, emotional, intellectual exhaustion, and then in neurotic-mental disorders of a suppressed depressive nature, suicidal thoughts, attitudes and actions.

Keywords: emotional burnout, additional educational organization, pedagogical activity, stressful resistance, professional exhaustion.

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For citation:

Gogitsaeva O.U., Kochisov V.K., Kasaeva L.V. Specific features of emotional burn-out of pedagogists and possibilities of prevention. CITISE, 2021, no. 2, pp.157-166. DOI: http://doi.org/10.15350/2409-7616.2021.2.15