THE PROFESSIONAL HEALTH OF THE TEACHER AS THE BASIS OF THE WELL-BEING OF EFFECTIVE PEDAGOGICAL ACTIVITY AND THE GUARANTEE OF THE DEVELOPMENT OF SOCIAL RESPONSIBILITY OF THE INSTITUTION OF HIGHER EDUCATION IN THE CONDITIONS OF WAR

Abstract

The article summarizes theoretical information on the existing problem of "professional burnout" of teachers of higher education institutions in the conditions of war, factors affecting the development of this syndrome. Factors affecting the professional health of a teacher at a higher education institution are substantiated; the concept of burnout was studied; the key signs of the development of the syndrome of professional burnout of teachers of higher education institutions are analyzed; Features of the psychology of the production environment of a teacher at a higher education institution were formed to avoid stress; the factors influencing the formation of the syndrome of professional burnout of teachers of higher education institutions were analyzed. It has been proven that the problem of prevention of the phenomenon of "emotional professional burnout" is particularly acute in wartime conditions, given the high-tech time of frantic speeds and a globally overloaded information society. The most vulnerable categories were those whose professional activity is connected with constant communication with people (educators, teachers, lecturers, psychologists, social workers, managers-managers, doctors, priests, representatives of the clergy, journalists, etc.). Representatives of all these professions must permanently show a high level of empathy, tolerance, compassion, positive emotionality, which partly leads to the syndrome of "emotional professional burnout". It is well-founded that higher education teachers need individual psychological counseling, appropriate corrective therapy, personal and professional development, and prevention of the "professional burnout" syndrome. The relevance of the problem is due to the constant growth of demands from the society to teachers of higher education institutions. A high level of intellectual and psycho-emotional stress in the conditions of war, new organizational requirements, violations of the regime of activity, rest, sleep and nutrition, repeated long-term stressful situations, as well as personal psychovegetative features lead to disruption of the processes of mental adaptation, development caused by stress, psychosomatic disorders, in particular syndrome of "emotional professional burnout" of teachers of higher education institutions.