INFLUENCE OF PEDAGOGICAL ACTIVITY ON A PSYCHOEMOTIONAL HEALTH OF SPECIAL EDUCATION TEACHERS

Abstract

In modern scientific publications professional health and favorable psycho-emotional state is determined as an important aspect of the effective teachers professional activity. Special education teachers are in a "at-risk group" in relation to the occurrence of professional burnout syndrome, which is determined by the increased neuropsychiatric tension of their professional activities. As part of the scientific school "Psychological and pedagogical providing of educational and correctional work with children who have psychophysical development disorders", the authors conducted a study of the level of professional burnout of special educational teachers who are working with children with psychophysical disorders. For the experimental research were used such methods as observation, questionnaires and a questionnaire of professional (emotional) burnout - Maslach Burnout Inventory (MBI). It was found out that in the vast majority special education teachers have an average and high level of professional burnout, which affects their well-being, health, relationships with others and assessment of their own professional competence. It is established that the factors that will contribute to the preservation of psycho-emotional health of teachers and overcoming of professional burnout are rest, a favorable socio-psychological climate in the team, decent wages, social protection from the state and psychological support