Development of emotional intelligence in educators as a means of preventing emotional burnout

Abstract

Emotional burnout is one of the pressing issues among professions that directly involve interpersonal interactions. In this regard, educational activities inherently entail significant risks of developing this professional deformation, as they involve communication with diverse individuals with distinct goals and tasks in education and upbringing, differences in statuses and age groups, and an orientation toward specific outcomes, among other factors. Therefore, prevention of emotional burnout among educators represents a priority, not only for the professionals themselves but also for educational institution administrations and educational ities. The success of addressing this issue directly impacts the outcomes of all participants in the educational process. One approach to preventing the professional distress among educators is development of psychological and pedagogical competencies through ongoing education and professional development (E.E. Symanyuk, I.V. Devyatovskaya 2010). A pivotal competency for mitigating emotional burnout in educators is emotional intelligence. This competency enables them to mitigate high levels of anxiety and minimize the adverse impact of stressors within the educational environment. Consequently, an investigation into the emotional sphere of educational staff (1059 educators, average age = 43.21 years, average teaching experience = 18.35 years, ϭ=11.66) revealed that educators exhibited the highest apprehension concerning the assessment of prospects and their own future. At the personal level, they demonstrated emotional discomfort and asthenic manifestations of anxiety (fatigue, apathy, etc.). Subsequent focus groups (36 educators) further facilitated the identification of certain deficits and pinpointed the most sought-after directions in developing specific components of educators’ emotional intelligence, including self-emotion management, understanding the emotions of others, and the ability to utilize emotions in professional activities. Additionally, these findings underscore educators’ readiness for self-development and cultivation of this universal professional competency.