SHS Web Conf.
Volume 98, 2021The Third Annual International Symposium “Education and City: Education and Quality of Living in the City” (Education and City 2020)
|Number of page(s)||7|
|Section||Assessment and Development of Education Quality|
|Published online||09 March 2021|
The subjective view of teachers: the connection between emotional burnout and the quality of the educational process
Penza State Technological University, Department of Pedagogy and Psychology, Penza, Russia
* Corresponding author: firstname.lastname@example.org
In Russia, the work of teachers at all levels of the education system is currently subject to increased and often contradictory and frequently changing requirements. Analysis of the literature on the research problem allowed revealing a contradiction between declaring the importance of a teacher’s professional activity, on the one hand, and on the other hand, increasing responsibilities, reporting, psychoemotional tension of pedagogical work, and insufficient interest in the subjective assessment of the current situation by very teachers. The purpose of the present study was to identify the degree of emotional burnout among teachers and the subjective perception by teachers of the relationship between emotional burnout and the quality of the educational process. The study used survey methods, testing using a specially developed form and a Questionnaire to identify the level of professional burnout and deformation, the so-called Maslach Burnout Inventory (MBI) in the modification of O. Polyakova. The conducted study has shown that the problem of emotional (professional) burnout of teachers exists in educational organizations at all levels. However, the focus of this study has been shifted from the fact of teachers’ emotional burnout to the subjective perception by teachers of their emotional burnout as a predictor of the educational process quality. The study has allowed revealing the severity of emotional (professional) burnout components, such as emotional exhaustion and reduction of personal achievements. Psychoemotional tension, stress, feelings of depression and fatigue, which can be considered as manifestations of professional burnout, are associated by the interviewed teachers with irregular working hours, a significant range of noncore activities, and a high level of responsibility, which, in turn, worsen the quality of the educational and upbringing process.
Key words: emotional (professional) burnout / emotional exhaustion / depersonalization / reduction of personal achievements
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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