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.
The purpose of the study is to identify the problem areas in education management and the opportunities to apply positive management tools. The authors believe that it is possible to diminish the issues related to authoritarian education management by using the tools and principles of positive psychology, specifically, positive management connected to addressing the human factor. The authors note the inefficiency of strict and regulated methods of education management as it often requires unorthodox, original solutions. The article contains the results of the pilot study of education workers’ subjective perception of a positive management tool – engagement. The survey method has been utilized for the study. The analysis of the data has resulted in the following conclusions: 1) it has been found that the positive management tools identified through the analysis are insufficiently used in education management; 2) the identified problem areas in education management are related to expectations for work, satisfaction with the evaluation and feedback, interpersonal relations, as well as career and development.
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