THE EMOTIONAL BURNOUT OF A TEACHER: REMUNERATION OF LABOR OR AN AXIOLOGICAL IDENTITY CRISIS?
The article deals with analysis of population survey findings on contentment with teachers’ performance and beliefs about functions of school having been placed into the database of the Public Opinion Foundations during the recent eight years. The data of scientific research into emotional well-being of students of various general education schools have shown relatively high levels of stress of leavers of both regular schools and upscale schools. Huge academic workloads taking no consideration of students’ functional capabilities and emotional suppression with an authoritarian educational style are characteristic of teachers, who are personality-wise unfit for a career in education or suffer from emotional burnout. Viewed in the contexts of high incidence of symptoms of emotional burnout among teachers, the personality of a teacher is regarded as a key factor determining methods of his/her work and peculiarities of his interaction with students. A teacher’s having even few symptoms of emotional burnout is detrimental to his/her performance and emotional well-being and attitude development of students. Teachers’ emotional burnout is a relatively widespread and complex phenomenon. The axiological aspect of personality emotional burnout matters more than fatigues and organizational factors: conditions and remuneration of teachers’ labor. A negative social perception of students by the teacher and outside motivation of the teacher’s labor, his/her being oriented exclusively on economic reward and self-assertion at the expense of students and their parents are the most serious obstacles for realization of the principle of individualization in general education.