Features of psychological assistance to teachers of preschool educational institutions who are subject to professional burnout

The purpose of the study. In the context of the intensive transformations taking place in Russian society today, the problem of the effectiveness of professional activity, especially in the field of education, is becoming important. It is important to maintain an optimal level of teacher activity in educational institutions. Therefore, it is necessary to pay attention to such a psychological phenomenon as professional burnout of teachers working with children of early and preschool age. The purpose of the study is to study the features of psychological assistance to preschool teachers who are subject to professional burnout.

Methods. The following methods were used in the work: the questionnaire of professional burnout by K. Maslach adapted by N. E. Vodopyanova, the methodology for determining the level of subjective personality control (USC) by E. A. Bazhin, E. A. Golinkin, A.M. Etkind, the questionnaire for studying coping strategies by N. Endler and J. Parker, S. V. Dukhnovsky's method of «Subjective assessment of interpersonal relationships».

Results. As a result of an empirical study, symptoms of professional burnout among preschool education teachers have been identified. Special attention is drawn to the high level of symptoms such as depersonalization and reduction of professional achievements. Among the factors influencing the development of professional burnout syndrome, it is important to choose a strategy for coping with stress. In the course of empirical research, it was revealed that teachers of preschool educational institutions have a low level of problem-oriented coping, an average level of avoidance-oriented coping, and emotionally-oriented coping. The subjective level of control is also a significant individual psychological factor of professional burnout. As a result of the study, it was found that the majority of teachers have a low level of internality in the field of industrial relations, in the field of failures, and a high level of internality in the field of achievements, in the field of family relations.

Relationships in the team are an important socio-psychological factor of professional burnout. Teachers of pre-school educational institutions found low values of subjective assessment of tension, conflict, aggression in relation- ships, which indicates a decrease in dialogue, self-worth, constructiveness in relationships, lack of close, open, constructive interaction among employees.

Conclusion. Thus, low values of problem-oriented coping, a low level of internality in the field of industrial rela- tions, in the field of failures, signs of disharmonious relations in the team are factors of professional burnout for teachers of preschool educational institutions. The psychological assistance program developed and implemented by us, taking into account the factors and symptoms of professional burnout of preschool teachers, has shown its effectiveness, which is confirmed by mathematical statistics.

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