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Abstract
In recent years, society has been undergoing rapid educational reforms, which should carry not only a great developmental and educational potential, but should also preserve the health of all participants in the educational process. Mastering new content of school subjects, new forms and methods of teaching, searching for effective ways of education, implementation of a humanistic paradigm, the need to take into account the very rapid changes occurring in society and the information field of the taught subject - all this is possible only for a psychologically healthy, professionally competent, creatively working teacher. After all, the psychological health of the teacher largely depends on the psychological health of his or her students. At present, the latter task remains difficult to achieve. It is important to note that authors of articles and works on teachers" emotional burnout speak about it ambiguously. In one case, as a professional deformation, which negatively affects teachers" professional activity, and in another - as a mechanism of psychological protection, which allows to regulate the psyche and protect it from negative emotional influences.
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Teacher’s Well-Being: Work-Life Balance, Strategies for Healthy Boundaries, Lifehacks
The teacher’s life is very saturated with both and positive emotions. It is very difficult for the teacher to maintain an optimal balance between work and life. If the teacher is not able to organise his work and life properly, it can result in a serious disease, such as professional burn-out. In order to avoid these risks, one must use a wide range of life hacks.
Factors that Influence the Teacher’s Well-Being
The working conditions of a teacher, as well as those of many other managers at different levels, include, apart from great nervous and mental stress, such factors as physical inactivity, overloading of the visual, auditory and vocal apparatus, lack of emotional release, forced communication, a large number of contacts during the working day, etc (Borg, 2006).
When a certain level of tension is reached, the organism starts to protect itself. This is manifested by a variety of symptoms of emotional burnout (Durr and others, 2014).
These include:
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References
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31. Retrieved April 17, 2019 from https://doi.org/10.1191%2F1362168806lr182oa
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218. Retrieved April 17, 2019 from https://link.springer.com/article/10.1007/s10648-009-9106-y
Di Gregorio, N., & Liston, D. D. (2018). Experiencing technical difficulties: Teacher self- efficacy and instructional technology. In Self-efficacy in instructional technology contexts (pp. 103–117). Berlin, Germany: Springer.
Durr, T., Chang, M.-L., & Carson, R. L. (2014). Curbing teacher burnout: the transactional factors of teacher efficacy and emotion management.