Lukovtseva Z.V., Kurakina O.V. Preschool Teachers’ Views on Factors of their Own Emotional Burnout

Keywords: burnout preschool teachers’ burnout factors of burnout syndrome

Lukovtseva Z.V., Kurakina O.V. Preschool Teachers’ Views on Factors of their Own Emotional Burnout // Preschool Education Today. 2016, Issue 2 - p. 22–33.

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2016, 2

Olesya V. Kurakina
Undergraduate, Department of Clinical and Special Psychology, Moscow State University of Psychology and Education (Moscow, Russia)

Zoya V. Lukovtseva
Ph.D., assistant professor of Clinical and forensic psychology department (Legal psychology faculty) Moscow State University of Psychology and Education (Moscow, Russia)

Abstract

The specificity of preschool teachers’ burnout is insufficiently studied today. There are many disagreements on the factors that shape and influence burnout in the profession. The understanding of the phenomenon by preschool teachers themselves is the important condition for the success of its prevention and overcoming. The empirical study provides preschool teachers’ views on their own burnout. It also showed the correlation between their views on burnout’s factors and the age of children with whom they work. The cumulative analysis of the question naire and test results had pointed out several patterns. In particular, emotional, psychosomatic and family causes of burnout are more subjectively important for the preschool teachers. Objectively, the degree of burnout has been most intensive among those who work with toddlers. This data can be used as the benchmark to plan and implement preventive and correctional programmes of preschool teachers’ burnout.