Competence-Based Model for Prevention of Emotional Burnout of Teachers of Individual Educational Institutions in the Context of the COVID-19 Pandemic (Stating Stage of the Formative Experiment)

   The scale of the COVID-19 pandemic initiated a forced transition to a distance learning format and the use of socio-psychological competencies adequate to the current situation in teaching children with special educational needs.

   Increased cognitive, emotional and communicative loads contributed to the emergence of emotional burnout among teachers of certain educational organizations, which actualized the real problem and determined the purpose of the study – the development of a competency-based model of its prevention in the context of the COVID-19 pandemic.

   40 teachers from OKOU "Kursk boarding school for children with disabilities" aged 21 to 65 years with a professional experience of up to 43 years took part in the study. Observation and conversation, as well as standardized methods for diagnosing the emotional burnout of teachers and the content of their socio-psychological competence were used to collect data. The results were processed using the Statistica 11.0 software. Correlation relationships of socio-psychological competence in interpersonal relations of teachers of individual educational organizations with their emotional burnout have been empirically identified, which served as the basis for the development of a competency-based model of its prevention. The resourcefulness of the socio-psychological competence of teachers in overcoming emotional burnout has been revealed. These are altruistic orientation, dedication to work, confident behavior, responsibility and organizational skills, as well as the ability to control their own emotions and identify others, verbally describe them and understand their causes, anticipate and predict the consequences of other people's behavior. The structural and procedural content of the competency-based model for the prevention of emotional burnout is determined: target, organizational-content and evaluative-effective blocks, stages of implementation and methods of prevention, as well as evaluation criteria.

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