Correction of Burnout in Teachers
The article presents the results of study confirming the hypothesis of the research on possibility of reducing the level of the emotional burnout of a teacher and increasing the productivity of his activity by means of special training, with a view to improving the emotional competence. The correctional program of teachers’ training to regulating the emotional state included having by teachers three interrelated programs: included the passage of the teachers of three interrelated the scientific-practical course «Peculiarities of the emotional sphere of a personality», training of the teacher’s emotional competence development, the program of teachers’ training to the mental self-regulation. After comparing the results of the experimental and control groups, it became possible to draw conclusions about the influence of the corrective training on the efficiency of the pedagogical activity and positive changes in the emotional sphere of a person. The results obtained by the questionnaire on the emotional intelligence testify to the positive dynamics of developing the emotional skills in the experimental group. Such skills as emotional awareness control of the emotions, self-motivation, i.e. deliberate control of his emotions, the empathy level, recognition of other people’s emotions, i.e. the ability to influence the emotional state of other people. The significant differences between the average grades of the experimental group were received by the scales as well: neurotic state (t =3,112, p < 0.01, δ = 1,43, δ =1,37), spontaneous aggressiveness (t =3,010, p < 0.01, δ = 0,84, δ = 0,87), depression (t =2,966, p < 0.01, δ = 0,96, δ = 0,88), reactive aggressiveness (t =3,001, p < 0.01, δ = 0, 94, δ = 0, 62). Changes are statistically important. In the control group, changes took place as well, but the essence of differences between the average grades was not statistically significant. Upon completion of training the indicators by symptoms are as following: the experience of psycho-traumaticcircumstances, dissatisfaction with you, “oppressed state”, anxiety and depression, inadequate selective emotional reaction, emotional deficit, emotional detachment, psychosomatic and psycho-vegetative disorders decreased at the statistically significant level. The comparative analysis of the data obtained in the experimental and control groups, confirms our assumptions about the possibility of reducing the level of the emotional teacher’s burnout and increasing the productivity of his activities through special training, with a view to improving his emotional competence.