The article investigates the problem of emotional burnout of young primary school teachers. The results are compared between middle-aged teachers with more than ten years of work experience and teachers with more than fifteen years of work experience. Constructive and destructive factors of emotional burnout prevention of the teachers have been determined using the methods for diagnosing the level of emotional burnout by V. Boiko, L. Starkey’s critical thinking test in O. Lutsenko’s adaptation, methods for determining the level of sanogenic thinking by L. Rubtsova, methods for diagnosing an individual degree of expressiveness of reflexivity by A. Karpov, Pearson’s correlation coefficient and regression analysis. It was found that in 50% of the studied general samples, where the average age is 37.8 years, the syndrome of emotional burnout has already been formed.
In particular, the indicator of its component “Exhaustion” dominates among teachers, whose average age is 22.4 years. For teachers, whose average age is 33.5 years, the indicator of the “Tension” scale prevails, and for teachers, whose average age is 52.9 years, the indicator of the “Resistance” scale prevails. At the same time, it has been investigated that the high level of reflexivity is mostly pronounced in teachers, whose average age is 22.4; the middle level – in teachers, whose average age is 52.9, the low level- in teachers, whose average age is 33.5. It was emphasized that teachers of public schools have a low level of reflexivity, while teachers of private schools have a medium level. There is a direct correlation between the indicators of reflexivity, age and experience of teachers in private schools. It has been studied that age and experience are constructive factors of reflexivity in teachers, whose average age is 33.5. The study shows that sanogenic thinking prevails among teachers working in a private educational institution, while it is neutral among teachers of public educational institutions. It has been found that the most pronounced sanogenic thinking is among teachers whose average age is 33.5 years. The inverse correlation between indicators of emotional burnout and sanogenic thinking, in particular in teachers with an average age of 22.4 years, revealed the importance of developing this type of thinking in the context of the burnout prevention. In addition, the inverse dependence of the development of sanogenic thinking among teachers of public institutions from the age criterion, the duration of the realization of professional scenario and working conditions has been examined. It has been investigated that age and experience are destructive factors of sanogenic thinking of teachers, whose average age is 52.9 years. The advantage of the average level of critical thinking indicators in teachers of all age groups, regardless of working conditions, has been studied.
There is a direct correlation between the indicators of critical thinking of primary school teachers and their reflexivity, in particular in teachers of public educational institutions and teachers whose average age is 33.5 years. The direct correlation between the indicators of critical thinking and emotional burnout in teachers of private schools, as well as in teachers whose average age is 22.4 years and 33.5 years indicates the feasibility of further study of the components of critical thinking to clarify and specify causes of emotional exhaustion in this age group. The results have been received by means of regression analysis.
They confirm the importance of the development of sanogenic thinking and decrease in the level of critical thinking for counteraction of emotional burnout in teachers whose average age is 22.4 years and 33.5 years. On the contrary, it has been investigated that teachers whose average age is 52.9 years should develop critical thinking and reflexivity to prevent emotional burnout.
Keywords: emotional burnout, sanogenic thinking, critical thinking, reflexivity, young primary school teacher