ARPHA Proceedings 3: 2785-2803, doi: 10.3897/ap.2.e2785
Features of Emotional Burnout of Teachers Working in Inclusive Classes
expand article infoIlnar F. Yarullin, Ramis R. Nasibullov
Open Access
The relevance of the study of this problem is due to the fact that the teacher’s work is one of the most stressful types of work emotionally. According to the degree of tension, the teacher’s load is on average more than most of those who work directly with people. In this regard, this article is devoted to analyze the main problems of emotional burnout among teachers working in inclusive classes, also to reveal the relationship of symptoms of emotional burnout and copying strategies of teachers. The main researching methods of this problem are such theoretic methods as analysis of the subject of research based on the study of scientific and pedagogical literature and empirical methods: test, mathematical processing of empirical data. 30 teachers with different lengths of professional experience working in inclusive classes took part in the research. It should be noted that not a single teacher was identified whose symptoms of burnout syndrome were not formed or were not in the stage of formation. That is to say all teachers working in inclusive classes have symptoms of burnout syndrome either formed or are in the process of formation. The research showed that working in inclusive classes teachers have prevailing coping strategies such as “positive reassessment”, “self-control”, “problem solving planning”, but at the same time, they also often use strategies such as “flight - avoidance ”, “the search for social support ”and “distance”. Presented in the article materials could help to carry out preventive work to reduce the level of emotional burnout of teachers working in inclusive classes
teacher, emotional burnout, inclusion, coping strategy, prevention, burnout prevention