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Social Sciences and Humanities in the Far East

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SELF-ACTUALIZED PERSONALITY POTENTIAL AND PROFESSIONAL BURNING OUT OF TEACHERS
Dikaya L. G. , Nalichaeva S. A.



        Dikaya Larisa Grigoryevna – Doctor of Psychology, Professor, Head of the Labor Psychology Laboratory of the Institute of Psychology RAS (Moscow).

E-mail: dikaya@psychol.ras.ru


        Nalichaeva Sofia Aleksandrovna – Сandidate of Psychology, Associate Professor of Psychology Department of the branch of the Lomonosov Moscow State University (Sevastopol).


Annotation

This article describes the analysis of correlation of indicators of symptoms and burning out phases with personality potential among school and university teachers. It shows that professional burning out is manifested among school and university teachers in different ways: it is expressed more and affects the emotional sphere among school teachers, and affects the sphere of attitudes to themselves, profession, and other people among university teachers. It should be noted that burning out is viewed as a kind of mental state of a personality, more than other states, adversely affecting on characteristics and personality traits, including higher needs and values.

The authors determine the qualitative and quantitative specificity of the complexes of personality qualities that promote or prevent burning out of teachers. It is proved that self-actualization, value and semantic personality characteristics, motives, peculiarities of self-relation and attitude to profession are interrelated and form the integral characteristic of formation of a personality - self-actualized personality potential. It is revealed that self-actualized personality potential, depending on personal traits, value and semantic personality characteristics, and its components can prevent or promote development of burning out and other adverse states of teachers. This article represents the models of high and low teachers' self-actualized personality potential. It is shown that high self-actualized personality potential reduces emotional exhaustion, depersonalization, and reduction of personal achievements among school teachers and reduction of personality achievements and depersonalization among university teachers. These data allow us to consider teachers' self-actualized personality potential, which includes complexes of values of different levels, such as metaquality, the core of which is the value that determines burning out resistance of teachers. The study involved 80 school and university teachers from Sevastopol.

        Key words: self-actualization, values, teacher, subjectivity, emotional burning out, personality potential, regulation, self-determination.


 
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