The emotional and maladaptation aspect professional burnout of a university teacher

Introduction . The relevance of the study of emotional burnout syndrome is related to the problem of increasing the number of university teachers suffering from emotional and professional burnout, manifested in a decrease in work productivity, subjective satisfaction, negative attitude to work and organization, deterioration of physical health and a decrease in quality of life. The article analyzes the theoretical approaches of domestic and foreign scientists, as well as the psychological factors of the complex determination of professional burnout syndrome. The aim of the empirical study is to identify the relationship between indicators of professional burnout of a university teacher and manifestations of emotional and maladaptation characteristics. Materials and Methods. To solve these tasks, a set of scientific research methods was used: theoretical: analysis of philosophical and psychological literature on the research problem; empirical: battery of psychodiagnostic techniques; statistical: quantitative and qualitative analysis of experimental material; mathematical data processing, correlation analysis, interpretation of results. The empirical study was conducted on a sample of 130 teachers of Russian universities of various specialties of both sexes, aged 40 to 75 years, with more than 18 years of experience. Results. Emotionally maladaptive signs of professional burnout of a university teacher have been experimentally determined: low level of adaptability, negative self-attitude, pronounced aggressiveness, high level of anxiety, low internality, external pressure, control, fear of not meeting the expectations of colleagues, students, high level of escapism, as well as a developed penetrating ability of empathy. Discussion and Conclusions. As a result of the theoretical analysis and experimental verification, it can be concluded that the professional burnout of university teachers manifests itself in the general neurotization of their personality. The solution to the problem of professional burnout of university teachers is associated with the development of their emotional competence. It is important to form resilience and the ability to adapt to the peculiarities of emotional burnout, expand the ways of emotional self-regulation, develop a positive attitude towards oneself and others, acceptance of others, work on an internal behavior strategy and not overestimate the opinion of others, focusing on one's interest and self-realization in professional activities. It is also important to study the factors that cause aggression and anxiety, switch to rest, while choosing ways that do not lead to avoiding problems, and regulate the level of responsibility for the results of your work. The results obtained can be used by psychologists in educational institutions in the development and implementation of measures aimed at preventing and correcting emotional burnout among university teachers.