UDC

612.821:57.016:159.944-057.4

DOI

10.37482/2687-1491-Z035

Authors

Aleksandra E. Shcherbakova* ORCID: 0000-0002-0863-8127
Marina A. Popova* ORCID: 0000-0003-0193-7973
Viktoriya V. Chistova* ORCID: 0000-0002-9788-1865
*Surgut State Pedagogical University (Surgut, Khanty-Mansi Autonomous Okrug – Yugra, Russian Federation)
Corresponding author: Aleksandra Shcherbakova, address: ul. Artema 9, korp. 2, Surgut, 628400, Khanty-Mansiyskiy avtonomnyy okrug – Yugra, Russian Federation; e-mail: la_lune-4@bk.ru

Abstract

Currently, the problem of stress in the workplace has become particularly relevant and is an important area of research in the field of medicine, psychology and related sciences. The teaching profession makes significant demands on the teacher’s personal and psychological qualities, which often leads to chronic stress. The research involved 82 teachers of Surgut State Pedagogical University; the mean age of the subjects was 44.12 ± 3.74 and 43.21 ± 2.51 years for women and men, respectively. To diagnose emotional burnout, we used the Maslach Burnout Inventory (MBI) (adapted by N.E. Vodopyanova). All the teachers were divided into two groups depending on the presence or absence of the symptoms of emotional burnout. The functional state of the central nervous system (CNS) was assessed using simple visual-motor reaction, i.e. we analysed the speed of sensorimotor reaction, the system’s functional level, reaction stability, the level of functional abilities, and attention stability (by Whipple’s accuracy index). Physiological response to stress was determined with the help of J. Greenberg’s questionnaire “Physiological Response to Stress”. The entire psychological and psychophysiological diagnostics was carried out using the NS-PsychoTest computer complex. The results of the study showed that the functional state of the CNS in female teachers without symptoms of emotional burnout is significantly lower than that in men of the same group. Male teachers having symptoms of emotional burnout demonstrate a statistically significant decrease in all indicators of the functional state of the CNS compared to the asymptomatic men. The obtained results indicate the need to implement preventive measures in higher education institutions aimed at minimizing the risk of burnout in teachers as well as setting timely diagnosis and, if necessary, selecting adequate treatment methods.

Keywords

functional state of the central nervous system, physiological response to stress, emotional burnout, teachers, professional stress

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