English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Currently, the nervous load on the person is a fairly common phenomenon, which is associated, first of all, with the increasing pace of life of a modern person. It is especially true for teachers who, due to the specifics of their profession, face stressful situations daily in the process of interpersonal interaction with colleagues, students, and parents. The formation of professional burnout among teachers is affected by a whole range of internal and external factors. External factors include the characteristics of the organizational (or professional) environment. Among the personal determinants of professional burnout, researchers call emotional instability, lack of desire for cooperation, low level of need for achievement. A special place among the factors of the formation of professional burnout among teachers is taken by the level of development of emotional intelligence and communicative tendencies, which are one of the components of the structure of professionally significant qualities of a teacher. Our study aimed to study the relationship between emotional intelligence and communicative tendencies with professional burnout of teachers. The main research methods included a survey and statistical processing of the data. The study involved 75 teachers working in schools in Rostov-on-Don, work experience from 7 to 20 years. As a result of a study of the emotional intelligence and communicative inclinations of teachers, it was revealed that most of them are characterized by an average level of organizational and communicative inclinations; the most pronounced component of emotional intelligence among teachers is “emotional awareness”, and low indicators were identified on the scales “self-motivation”, “empathy”, “management of one’s emotions”, which indicates the insufficient level of formation of such manifestations of emotional intelligence as controlling one’s behavior, due to emotions management, understanding the emotions of other people, the ability to empathize with the current emotional state of another person, emotional longevity and emotional flexibility.

The Relationship of Emotional Intelligence and Communicative Tendencies with Professional Burnout