| Summary: | The issue of the article is relevant for today due to the increased stress-related pedagogical activity associated with the reform of the education in Ukraine, filling it with new content, as well as changing the role of the teacher in the educational process and making high demands to the teacher’s personality (the need for constant self-development, skills and abilities), to his mental state, especially in conditions of large information overload and tension caused by extra-hour, paper and monotonous work.
The problem of teachers’ occupational burnout is studied in the works by H. Meshko, O. Meschko and A. Flaubom, and the issues of preventing the emergence of the syndrome while training teachers are studied by A. Derbeneva, A. Kachur and A. Kuntsevska.
The purpose of the article is to highlight the main symptoms of the teacher’s occupational burnout, to investigate factors leading to burnout and to find ways to prevent the emergence of teachers’ occupational burnout symptom, which is vital for future educators training for safe professional activities.
The article reveals the factors contributing to the emergence of the syndrome of teachers’ occupational burnout: external factors (associated with the characteristics of professional activity: chronically intense psycho-emotional activity, "heavy" contingent with which we have to communicate, destabilizing organization (situation), increased responsibility for the lives of children and controversial issues in assessing their knowledge, increased demands for leadership, unfavorable psychological atmosphere in the team) and internal factors (related to the individual characteristics of a person: the propensity to emotional rigidity, lack of motivation for professional activity, caused by the lack or poor emotional impact and low student performance). Also, the article reveals the signs of occupational burnout, developing at three stages: a decline in self-esteem, loneliness and, as a result, somatic disorders of the body. The consequences of occupational burnout are manifested in symptoms that are classified into three groups: symptoms associated with the person’s physical condition, with social relations and intrapersonal symptoms, which affects the quality of pedagogical activity and the safety of the organization of educational process for the educators.
The article outlines ways of overcoming teachers’ occupational burnout, united in three groups: impact on the physical body, influence on the emotional state, influence on thoughts and perception of the world; recommendations are given regarding the future teachers’ training to prevent the syndrome of teachers’ occupational burnout.
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