SELF-CORRECTION OF TEACHERS’ PROFESSIONAL BURNOUT

Introduction. A teacher as a representative of many professions, whose occupation belongs to “person-person” professional system, inevitably undergoes psychological changes which can have negative effect on professional activity due to long performance of labour duties. In this regard, it is necessary to find out the effective ways and technologies designed to provide optimum preservation of own personality and health of teachers. Prophylaxis and correction of professional deformation of teachers is one of the most important directions of modern pedagogical science and practice; this means such a direction contributes for the development of recreational methods and ways of resistance to professional deformation.

Aim. The article aims to systematize theoretical material and practical experience in the problem of professional deformation self-correction among presentday teachers in educational institutions; to show the possibilities of self-correction of mental, psychological and physical state of teachers.

Methodology and research methods. The methodology of the research is based on system, personal-oriented and activity approaches. The content analysis has become the first and leading method at the stage of collecting statistical material. The content analysis is presented as a complex of the formalized observations and statistical procedures that enable to transfer massive text information to quantitative indicators; on the basis of those indicators it is possible to draw conclu sions about high-quality and latent content of various hand-written or printed documents received during surveys, discussions and interviewing of teachers. The significant data selection is represented by the results of 5 year long investigative work among 220 participants of professional development courses of theInstitute ofCPE “Horizon” atNosovMagnitogorskStateTechnicalUniversity (Russia) and 54 participants training inAcademy ofBesancon (France). The processing of teachers’ responses by means of the content analysis has helped the authors to establish adequacy of respondents’ self-assessment of pedagogical activity effectiveness not only from the viewpoint of knowledge gained by pupils but also as regards inputs of own efforts and time.

Results and scientific novelty. The review of the foreign and Russian publications devoted to a subject of professional deformation of teachers is given. Professional deformation of a personality is viewed as the change of personal qualities which include destruction of mental integrity and psychological and physical health; formation of stereotypes of perception; transformation of morals and senses of values, traits of character, ways of communication and behaviour. The causes of the studied phenomenon are disclosed; the signs of professional deformation background are designated. It is stated that the degree professional deformation expressiveness of teachers is defined by an experience of their work, specifics of pedagogical activity, and individual and psychological features of a personality. Therefore, it is concluded that coping with professional deformation can be achieved: 1. teacher’s voluntary participation in correctional process of understanding attitudes about health preservation in the course of professional activity; 2. preventive measures to cope with professional burnout at three levels: cognitive, activity, and reflexive. The complex of correctional and preventive measures, which include various tasks, procedures and methods of resistance to professional deformation of the teacher, is developed for each level. As a whole, these measures form the system of self-correction; this means, having mastered the presented system under the leadership of an expert, the teachers will be able to cope with professional burnout themselves.

Practical significance. The advantage of all proposed methods and techniques, that form a complete correctional and preventive complex, consists in simplicity, availability, safety and efficiency in respect of achievement of a fast, positive, and really notable result; the elements can vary depending on individual needs and features of a personality. Taking into account all benefits considered, the correctional and preventive system developed by the authors can be used by teachers directly in the course of pedagogical activity without essential financial and material support, and additional time expenditure.

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