KIRISH: ta’lim tizimida talablarning ortishi sharoitida surunkali professional stress pedagoglarning emotsional resurslarini kamaytirishi mumkin. “Inson–inson” kasblarida doimiy emotsional yuklama motivatsiya pasayishi va ruhiy charchoqqa olib keladi. MAQSAD: pedagoglarda kasbiy so‘nish 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 o‘tkazildi. 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 ko‘rsatdi. 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 so‘nish shaxsiy va ijtimoiy-psixologik omillarning uyg‘un ta’siri natijasidir. Profilaktika uchun uzluksiz psixologo-pedagogik qo‘llab-quvvatlash va o‘zini boshqarish ko‘nikmalarini 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 Boyko’s 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