Characteristics of the model of a modern teacher’s emotional burnout prevention

Abstract

The article considers the features of the modern educational situation that contribute to the emergence of the syndrome of a teacher’s emotional burnout. Based on the analysis of case studies and their own empirical data, the authors confirm the strengthening of the tendency for the appearance and development of signs of the syndrome among modern teachers. To solve the problem the authors propose and characterize the model of prevention of a modern teacher’s emotional burnout. It includes the unity of methodological, target, content-procedural, technological and productive blocks, implemented on the basis of adaptation, psycho-pedagogical orientation and diversification of prevention. The model reflects he features of implementing the preventive work taking into account the needs of teachers in preventing or solving the problems of their emotional burnout, as well as the available organizational, human and scientific and methodological resources. According to the authors, the result of the model implementation is a gradual transition from an externally organized preventive process to auto-prevention of emotional burnout.