Professional Burnout as an Obstacle to Cognitive-Creative Self¬realization of Teaching Staff

Метою статті є виявлення основних аспектів професійного вигорання як перешкоди для пізнавально-творчої самореалізації педагогічних кадрів. У статті використано такі методи дослідження: системно-структурний та функціональній аналіз, теоретичний аналіз вітчизняних і зарубіжних наукових джерел. Розглядаються питання творчості та пізнавально-творчої самореалізації педагога. Порушено проблему синдрому професійного вигорання педагога. Розкриваються причини виникнення, симптоматика цього феномена в педагогічних працівників, а також наслідки його впливу на пізнавально-творчу самореалізацію. Перспективою подальших досліджень є розробка програми підготовки до збереження й зміцнення психічного здоров'я педагогів.The article is devoted to revealing the key aspects of professional burnout as obstacles to cognitive and creative self-realization of teachers. The first place among great numbers of published researches on the issue of burnout, takes up the articles relating to teachers' work. Burnout syndrome as a result of job stress has been extensively studied for over 30 years in the foreign psychology. In Ukrainian science the great interest to it has arisen recently, that is why this subject has not received appropriate consideration. The following methods of research were used: system-structural and functional analysis, theoretical analysis of Ukrainian, Russian and foreign scientific sources. In the context of our research we consider it necessary to review the concept of creativity. Analysis of psychological and educational research indicates that the problem of creativity is considered in the following aspects: philosophical, psychological and pedagogical. The subject of creativity is a human. The most important characteristics of educational creativity are: a high level of social and moral consciousness; search and problematic way of thinking; developed intellectual and logical abilities; vision problem; creative imagination, developed imagination; specific personal qualities; specific leading motives. Creatively working teacher could provide self-realization of his/her own personal creativity and create conditions for active students' learning. But the problem of burnout appears. Burnout syndrome is one of the phenomena of personal deformation. There are three factors of professional burnout: personal, role and organizational. Personal factor includes motivation, variants of stress reaction and other personal features. Role factor is connected with role conflicts and role uncertainty. Organizational factor includes characteristics of professional tasks, type of leading, level of responsibility. So we got a theoretical justification for increased attention to the issue of prevention of burnout, because it reduces the creative self-realization, and has negative impact on the human psyche, which could cause further psychological disorders. The perspective of further research is to develop training programs for teachers to maintain and strengthen the mental health