SELF-REGULATION SKILLS DEVELOPMENTAS A PEDAGOGICAL CONDITION FOR PREVENTIONEMOTIONAL BURNOUT OF TEACHERSMILITARY HIGHER EDUCATION INSTITUTIONS
The activities of the teacher of the military university are increasingly encouraged by stressful situations and loads. Multitasking, high dynamism, responsibility, and the complexity of pedagogical situations, complicated by the specifics of the educational process of a military University, can contribute to the emergence and development of teachers ' burnout syndrome. Emotional burnout is a consequence of non-constructive overcoming professional stresses. The article considers one of the ways to prevent emotional burnout at teachers of military universities. Self-regulation skills are a reliable way to improve performance, correct states and behavior, and stabilize psychophysical activity. The training program aimed at developing self-regulation skills includes the following blocks: value-semantic, diagnostic, cognitive, developmental and reflexive. The condition for the effectiveness of training is the setting for personal growth of the teacher, positive acceptance of his value-semantic relations to the profession, the creation and maintenance of a favorable psychological climate in the teaching staff. The authors present the results of the forming experiment on self-regulation training implementation as conditions for prevention of emotional burnout. Positive dynamics have been revealed both in the development of regulatory opportunities for teachers of military universities and in manifestations of emotional burnout. It has been concluded that the developed self-regulation training has shown to reduction of emotional burnout.