рус eng
«IZVESTIYA IRKUTSKOGO GOSUDARSTVENNOGO UNIVERSITETA». SERIYA «PSICHOLOGIYA»
«THE BULLETIN OF IRKUTSK STATE UNIVERSITY». SERIES «PSYCHOLOGY»
ISSN 2304-1226 (Print)

List of issues > Series «Psychology». 2022. Vol 41

Features of Professional Mental Burnout among Secondary School Teachers with Disabilities

Author(s)
O. B. Simatova
Abstract
The scientific relevance and social significance of the problem of mental burnout are determined mainly by the maladaptive nature of its manifestations. In the format of inclusive education, the phenomenon of mental burnout becomes important for teachers who have health limitations that reduce the adaptive potential of the individual. The aim of the study was to study the manifestations of mental burnout in secondary school teachers with disabilities. The analysis of the results of an empirical study allows us to focus on the features of the studied manifestations of mental burnout, concerning the frequency of their occurrence, the degree of severity and qualitative originality of teachers with disabilities in comparison with teachers with a conditional norm of health. The results of the study indicate reduced adaptive capabilities of teachers with disabilities in relation to the development of mental burnout and allow us to outline an effective direction of appropriate preventive work.
About the Authors
Simatova Oksana Borisovna, Candidate of Sciences (Psychology), Associate Professor, Department of Psychology of Education, Transbaikal State University, 30, Alexandro-Zavodskaya st., Chita, 672039, Russian Federation, e-mail: asimatov@mail.ru
For citation
Simatova O.B. Features of Professional Mental Burnout among Secondary School Teachers with Disabilities. The Bulletin of Irkutsk State University. Series Psychology, 2022, vol. 41, pp. 60-73. https://doi.org/10.26516/2304-1226.2022.41.60 (in Russian)
Keywords
social inclusion, persons with disabilities, inclusive education, mental burnout, adaptive potential.
UDC
159.99
DOI
https://doi.org/10.26516/2304-1226.2022.41.60
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