The relationship of self-regulation activities and professional burnout of teachers of educational institutions
The problem of professional burnout of specialists and, as a result, a sufficiently large turnover of personnel is one of the serious problems of the modern education system. Burnout syndrome is a set of psychological and behavioral manifestations that occur in response to long-term stressful situations of the working environment and have a negative impact on the personal and professional well-being of specialists. This article describes the features of self-regulation activities and professional burnout of teachers of educational institutions, personal characteristics and features of professional activity that affect the professional burnout of teachers. The article discusses the relationship of self-regulation and professional burnout of teachers, the relationship of these characteristics with age and experience of teachers. Statistical analysis of the data revealed that the older the subjects and the greater the pedagogical experience, the higher the indicators of psychoemotional exhaustion, personal distance and mental burnout as a whole, and the level of professional motivation decreases over the years. The same can be said about the level of self-regulation with age and an increase in the pedagogical experience, the level of self-regulation increases. Between two indicators, self-regulation and professional burnout, there are also statistically significant links, the higher the self-regulation indicators, the more pronounced are the indicators of professional burnout of teachers.