The role of interpersonal relationship styles in the emergence and overcoming of mental burnout in the aspect of the subject genesis of teachers working with children with special educational needs

Abstract

The specifics of the activities of teachers working with children with special educational needs determines the nature of interpersonal relationships that develop between all subjects of the educational process. Experiencing teachers of the crisis of interpersonal relations contributes to the emergence of mental burnout as a special state of physical, emotional and mental exhaustion of the individual. There is a rather limited number of scientific works devoted to the study of the relationship between the styles of interpersonal relations of teachers working with children with special educational needs, and mental burnout. Teachers of the Regional state educational institution "Kursk boarding school for children with disabilities" took part in the study (50 people). Observation and conversation, as well as standardized methods for diagnosing teachers' burnout and styles of interpersonal relationships, were used to collect data. Methods of mathematical-statistical analysis were used to process the results. Teachers who work with children with special educational needs are adapted to the stressful effects of the traumatic circumstances of professional activity by limiting emotional return in interpersonal communication and selective response, lack of due attention to their wards, facilitation or reduction of job duties (the severity of the "Resistance" phase: Xm. ± σx = 56.80 ± 22.30; “Inadequate emotional selective response”: Xm. ± σx = 15.38 ± 6.94; “Emotional and moral disorientation”: Xm. ± σx = 11.66 ± 6, 32; "Expansion of the sphere of economy of emotions": Xav. ± σx = 15.48 ± 13.62; "Reduction of professional duties": Xav. ± σx = 14.28 ± 8.51). It has been empirically proven that straightforward-aggressive (β = 0.353 at p = 0.015) and dependent-obedient (β = 0.379 at p = 0.005) styles of interpersonal relations can act as factors in the emergence of manifestations of mental burnout of teachers, and the imperious-leading style (β = - 0.320 at p = 0.016) – a resource for overcoming it (F = 4.37; CMD = 0.57; df = 5.44).