FEATURES OF INTERPERSONAL RELATIONSHIPS OF TEACHERS OF INDIVIDUAL EDUCATIONAL ORGANIZATIONS AS FACTORS OF OVERCOMING EMOTIONAL BURNOUT

Currently, the problem of human health, including professional health, is a priority at the state level. The problem of emotional burnout is not new, for more than 40 years it has aroused research interest from many specialists. Recently, the mode of research interest in the problem has shifted towards the study of methods of regulation and prevention, the question of finding ways to overcome is relevant. The purpose of the study was to identify the features of the structural organization of interpersonal relationships of teachers of individual edu­cational organizations in overcoming their emotional burnout. By interpersonal relationships of teachers of individual educational organizations we mean “a four-component system of cognitive, value-motivational, emotional and behavioral elements, which is implemented in the optimal level of development of their emotional and social intelligence, value-semantic attitudes, in the ability to use adequate situations strategies of stress-overcoming behavior and styles of interpersonal relationships” The total number of study participants was 218 people, among them are teachers of individual educational organizations for students with disabilities, including and/or disabilities, and general education organizations for students who do not have health restrictions. Using the methods of psychodiagnostics and statistical data processing, the structural organization of interpersonal relationships of teachers of individual educational organizations as factors of overcoming emotional burnout was revealed. The ability to understand a person’s emotional state on the basis of external manifestations of emotions (facial expressions, gestures, voice sound) and/or intuitively, work orientation, which sometimes does not require material reinforcement, hedonistic orientation (enjoyment of life), constructiveness (needs for interpersonal relationships, ability to cooperate or compromise) – all this reduces the level of emotional burnout teachers of individual educational organizations.

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