Occupational Burnout of Educators Implementing Inclusive Education Programs in General Educational Institutions

DOI

10.2991/iceder-19.2020.33How to use a DOI?

Keywords

stress, burnout (emotional, professional), syndrome, burnout phases, inclusive education, coping, psychological correction

Abstract

The purpose of this work is to provide empirical data on the study of burnout syndrome processes among educators (teachers) implementing inclusive education in various educational institutions of the Trans-Baikal Krai (Eastern Siberia, Russia). The burnout symptoms in educators are presented as a negative phenomenon of a psychosomatic nature, leading to emotional exhaustion, inadequate cognitive decisions, and behavioral responses to stressful working conditions. The authors diagnosed the predominance of average and high levels of burnout in educators. They also analyzed specifics of individual symptoms and phases of burnout development. The method of group psychological correction of burnout syndrome in participants of our experiment (in the form of psychological training) was presented, and its efficiency was confirmed statistically.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - N Vinogradova
AU  - M Syomina
AU  - S Kokhan
PY  - 2020/01
DA  - 2020/01
TI  - Occupational Burnout of Educators Implementing Inclusive Education Programs in General Educational Institutions
BT  - Proceedings of the International Scientific and Practical Conference on Education, Health and Human Wellbeing (ICEDER 2019)
PB  - Atlantis Press
SP  - 155
EP  - 157
SN  - 2352-5398
UR  - https://doi.org/10.2991/iceder-19.2020.33
DO  - 10.2991/iceder-19.2020.33
ID  - Vinogradova2020/01
ER  -