The article is devoted to the need to form a professional-pedagogical culture of future specialists of physical culture and sports specialties in the process of professional training in a higher education institution. The purpose of the article is to study the problem of the formation of a professional-pedagogical culture of future specialists of physical culture and sports specialties. The article substantiates the importance of professional-pedagogical culture in the formation of future specialists of physical culture and sports specialties as a basis for improving the level of general culture (physical, spiritual-moral, intellectual, legal, economic, and others) and as a carrier of professional competence, that is, the basis for the formation of a high professional-pedagogical level. The results of the research showed the need to organize in the institution of higher education conditions and a set of measures aimed at the formation of a professional-pedagogical culture of future specialists, which makes it possible to strengthen educational work with them based on the translation of the values of the cultural and sports heritage of the subject of the state, the effective formation of their professionalism and pedagogical culture.
The aim: To determine physiological and hygienic correlates of teachers’ occupational burnout syndrome development in general secondary education institutions. Materials and methods: The study involved 427 teachers of general secondary education institutions of Sumy region aged 21 to 71 years old, representing four pedagogical categories. During the study physiological, hygienic, psychological, mathematical and statistical research methods were used. Results: A high level of occupational burnout was found in teachers of general secondary education institutions of the regional center (12,43 %), which was mainly accompanied by the formed resistance symptom-complex (39,45 %, р<0,01). According to the correlation analysis, significant physiological-hygienic and psychological factors of occupational burnout formation were determined. They include: workload (r=-0,32, р<0,05), lessons duration (r=-0,32, р<0,05), using computer at work (r=0,36, р<0,05), workbook checking (r=0,41, р<0,05), extracurricular work (r=0,35, р<0,05), time spent on household chores on Sunday (r=0,36, р<0,05), time spent on conversations with parents (r=0,36, р<0,05), emotional state (r=-0,35, р<0,05). Physiological markers are: sympathovagal balance (r=0,34, р<0,05), relative sympathetic activity (r=0,27, р<0,05), relative parasympathetic activity (r=-0,32, р<0,05). Conclusions: It has been found out that investigated physiological and socio-hygienic factors have “threshold” levels, the excess of which significantly affects teachers’ occupational burnout. Predictably adverse effects have: workload for persons under 42 years, non-contact (more than 4 points) and hyper-reflective communication model (more than 5 points), time spent on household chores on Sunday (more than 3 hours), emotional state (less than 5 points), relative parasympathetic activity above 50 %, sympathovagal balance above 1,3 relative units, autonomic regulation index below 6 %.
Purpose: To assess the educators’ physical activity in the conditions of social isolation during the Covid-19 pandemic with the use of data on daily energy costs in the dynamics of 16 years. Material &methods. To solve the problems, the data of 925 teachers of preschool and general secondary education institutions were analyzed (436 people – in 2005, 404 people – in 2018, 85 people – in 2021). Age composition of the participants of the scientific observation: I age group (I AG) up to 31 years old – 165 people (17.84 %), II age group (II AG) 31-40 years old – 271 people (29.30 %), III age group (III AG) 41-50 years old – 253 people (27.35 %), IV age group (IV AG) older than 50 years – 236 people (25.51 %). Among the teachers, 690 people (74.59 %) were residents of the regional center, 207 (22.38 %) were residents of district centers, and 28 (3.03 %) were residents of rural areas. The following methods were used during the study: questionnaire; natural experiment; statistical processing of the received data. Results. The study revealed a tendency towards a decrease in the average values of teachers’ energy expenditure of daily physical activity from 2005 (2818.78±38.32 kcal) to 2021 (2804.03±20.77 (F2005-2021 =14.049; p=0.000)) and a natural decrease in the average value of the indicator of energy expenditure of daily physical activity during the distance learning (2412.34±21.08 kcal) by 13.96 % compared with the similar indicator during the traditional form of learning in 2021 (2804.03±20.77 kcal), (t offline - online =34.913; p=0.000). Conclusions. In the dynamics of the studied period, there is a decrease in the average values of teachers’ energy expenditure of daily physical activity from 2005 (2818.78±38.32 kcal) to 2021 (2804.03±20.77 (F2005-2021 =14.049; p=0.000)). The average value of the indicator of daily energy expenditure for physical activity during the distance learning (2412.34±21.08 kcal) is 13.96 % lower, compared with the similar indicator of teachers’ work using the traditional form of learning in 2021 (2804.03±20.77 kcal), (t offline - online =34,913; p=0,000).
Objective: The aim of the study was to assess the level of professional burnout among teachers of educational institutions of various types in the long-term dynamics, taking into account the forms of work organization. Materials and methods: During 2008 - 2021 the level of occupational burnout was monitored in 852 pedagogical workers of the Sumy region. The study was carried out according to the method of V. V. Boyko «Diagnostics of the level of occupational burnout». The study included three stages. In 2008, 420 teachers of secondary education institutions were surveyed. In 2020, 342 teachers of preschool and primary schools were examined. In 2021, 85 teachers of secondary education institutions were examined. In 2021, the organization of the educational process was taken into account. It included an online format in the context of the COVID-19 pandemic caused by the SARS-CoV-2 coronavirus, taking into account a history of coronavirus disease. Results: During the entire observation period, a low level of occupational burnout prevailed among teaching staff. Over the years, there has been a steady trend in the spread of the average level of occupational burnout, which has a negative sign of a protracted course with regular symptoms. The dependence of the development of the general syndrome of occupational burnout on age was established (r=-0,87, p<0,01). In 2008, occupational burnout was formed at the expense of teachers aged 31-40 years old. In recent years of observation, all levels of occupational burnout were formed at the expense of teachers aged 51 years old and more. Thus, the teachers retained the features of the psycho-emotional state with manifestations of occupational burnout after twelve years of observation and formed groups with high occupational burnout at the time of the re-examination. As of February 2021, 63,53% of teaching staff in the observation group had a history of coronavirus disease. Regardless of this, there was a general tendency among pedagogical workers for the advantage of low and medium levels of occupational burnout over high. A high level of professional burnout among teachers who underwent COVID-19 (9,26±0,95 %) was recorded in 3,64%, which is less than the same group of teachers (with a high level of professional burnout) without a history of COVID-19 (12,90±1,34 %, t=2,21, p<0,05). It has been established that the development of professional burnout is not associated with the psycho-emotional state of the coronavirus disease, since the main factors in the formation of professional burnout are the organizational factors of the labor process. Conclusions: During 2008-2021, teachers experienced an increase in the rate of development of occupational burnout. The dependence of occupational burnout on age has been established.
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