KIRISH: taโlim tizimida talablarning ortishi sharoitida surunkali professional stress pedagoglarning emotsional resurslarini kamaytirishi mumkin. โInsonโinsonโ kasblarida doimiy emotsional yuklama motivatsiya pasayishi va ruhiy charchoqqa olib keladi. MAQSAD: pedagoglarda kasbiy soโnish shakllanishida shaxsiy-psixologik va ijtimoiy-psixologik omillarning rolini aniqlash hamda V. Boyko metodikasi asosida bosqich va simptomlarni tavsiflash. MATERIALLAR VA METODLAR: tadqiqot 80 nafar pedagog va rahbar ishtirokida oโtkazildi. V. Boyko metodikasi yordamida tashvish, rezistentlik, vazifalarni qisqartirish va energiya pasayishi simptomlari foizli taqsimot asosida tahlil qilindi. MUHOKAMA VA NATIJALAR: natijalar 48% da tashvish bosqichi, 75% da rezistentlik bosqichi belgilari mavjudligini koโrsatdi. 25% da professional vazifalarni soddalashtirish va 25% da energiya pasayishi qayd etildi. Shaxsiy omillar (introversiya, ichki konfliktlar) va yuqori kommunikativ yuklama asosiy risk determinantlari sifatida ajratildi. XULOSA: kasbiy soโnish shaxsiy va ijtimoiy-psixologik omillarning uygโun taโsiri natijasidir. Profilaktika uchun uzluksiz psixologo-pedagogik qoโllab-quvvatlash va oโzini boshqarish koโnikmalarini rivojlantirish zarur.
INTRODUCTION: increasing educational demands intensify chronic stress, leading to emotional exhaustion in teachers. AIM: To identify personal and social determinants of burnout and describe its stages. MATERIALS AND METHODS: the study involved 80 teachers and managers. Burnout symptoms were analyzed using percentage distribution based on Boykoโs method. DISCUSSION AND RESULTS: anxiety indicators were found in 48% and resistance in 75% of participants. Task reduction and decreased energy were observed in 25%. Introversion and high communicative load were key risk factors. CONCLUSION: burnout results from the interaction of personal and social factors. Continuous psycho-pedagogical support is essential for prevention.
ResearcherUz