SUMY STATE PEDAGOGICAL UNIVERSITY NAMED AFTER A. S. MAKARENKO, SUMY, UKRAINE.
MUNICIPAL INSTITUTION SUMY REGIONAL INSTITUTE OF POSTGRADUATE PEDAGOGICAL EDUCATION, SUMY, UKRAINE.
Wiad Lek. 2021;74(7):1661-1665.
The aim: To determine physiological and hygienic correlates of teachers' occupational burnout syndrome development in general secondary education institutions.
Materials and methods: The study involved 427 teachers of general secondary education institutions of Sumy region aged 21 to 71 years old, representing four pedagogical categories. During the study physiological, hygienic, psychological, mathematical and statistical research methods were used.
Results: A high level of occupational burnout was found in teachers of general secondary education institutions of the regional center (12,43 %), which was mainly accompanied by the formed resistance symptom-complex (39,45 %, р<0,01). According to the correlation analysis, significant physiological-hygienic and psychological factors of occupational burnout formation were determined. They include: workload (r=-0,32, р<0,05), lessons duration (r=-0,32, р<0,05), using computer at work (r=0,36, р<0,05), workbook checking (r=0,41, р<0,05), extracurricular work (r=0,35, р<0,05), time spent on household chores on Sunday (r=0,36, р<0,05), time spent on conversations with parents (r=0,36, р<0,05), emotional state (r=-0,35, р<0,05). Physiological markers are: sympathovagal balance (r=0,34, р<0,05), relative sympathetic activity (r=0,27, р<0,05), relative parasympathetic activity (r=-0,32, р<0,05).
Conclusions: It has been found out that investigated physiological and socio-hygienic factors have "threshold" levels, the excess of which significantly affects teachers' occupational burnout. Predictably adverse effects have: workload for persons under 42 years, non-contact (more than 4 points) and hyper-reflective communication model (more than 5 points), time spent on household chores on Sunday (more than 3 hours), emotional state (less than 5 points), relative parasympathetic activity above 50 %, sympathovagal balance above 1,3 relative units, autonomic regulation index below 6 %.
确定普通中等教育机构教师职业倦怠综合征发展的生理和卫生相关因素。
研究对象为年龄在 21 至 71 岁之间的来自 sumy 地区的 427 名普通中等教育机构教师，他们代表了四个教学类别。在研究过程中，使用了生理、卫生、心理、数学和统计研究方法。
在地区中心的普通中等教育机构教师中发现了高水平的职业倦怠（12.43%），主要伴有形成的抵抗症状群（39.45%，p<0.01）。根据相关分析，确定了职业倦怠形成的显著生理卫生和心理因素。它们包括：工作量（r=-0.32，p<0.05）、课时（r=-0.32，p<0.05）、在工作中使用计算机（r=0.36，p<0.05）、检查作业（r=0.41，p<0.05）、课外工作（r=0.35，p<0.05）、周日花在家务上的时间（r=0.36，p<0.05）、与父母交谈的时间（r=0.36，p<0.05）、情绪状态（r=-0.35，p<0.05）。生理标记物是：交感神经-迷走神经平衡（r=0.34，p<0.05）、相对交感神经活动（r=0.27，p<0.05）、相对副交感神经活动（r=-0.32，p<0.05）。
研究发现，所调查的生理和社会卫生因素具有“阈值”水平，超过这些水平会显著影响教师的职业倦怠。可预见的不利影响包括：42 岁以下人员的工作量、非接触（超过 4 分）和超反射交流模式（超过 5 分）、周日花在家务上的时间（超过 3 小时）、情绪状态（少于 5 分）、相对副交感神经活动超过 50%、交感神经-迷走神经平衡超过 1.3 个相对单位、自主调节指数低于 6%。
