The seminar as a prevention of the syndrome of foreign language teachers burnout in the conditions of war

Abstract

The study is devoted to the issue of prevention of the syndrome of professional (emotional) burnout of foreign language teachers in the context of a full-scale russian invasion. The purpose of the article is to highlight the means of preventing professional (emotional) burnout of foreign language teachers on the example of the developed set of exercises as a self-regulation technique, which will be an impetus for increasing tolerance to failure and uncertainty, developing self-control skills, stabilising self-esteem and increasing confidence in their own competence. Research methods. To achieve the goal, the following methods were used: theoretical (analysis of scientific literature on the topic), empirical (development of a set of exercises as an effective method of self-regulation aimed at preventing symptoms of professional (emotional) burnout). Study Results. The relevance of the proposed study is determined due to the constant confrontation of a foreign language teacher with the influence of negative psychological moments that have significantly intensified in the context of the threat during the Russian-Ukrainian war, on the one hand, and the growing demands of society on teachers of this speciality due to the proclamation of English as the language of international communication in Ukraine, on the other. The article describes the destructive effect of the syndrome of professional (emotional) burnout of a foreign language teacher, which leads not only to a decrease in the sense of competence, self-dissatisfaction, the formation of low self-esteem (professional and personal), but also to a negative self-perception in general. It is proposed to develop a set of exercises as a preventive method of self-regulation, which will allow foreign language teachers to overcome the state of burnout, prevent its manifestation, and minimise its consequences. Conclusions. Professional (emotional) burnout is one of the most common obstacles to a teacher’s professionalism, creativity and self-realisation, and most importantly, it provokes a loss of understanding with students. Having made an attempt to analyse the concept of professional (emotional) burnout in foreign language teachers during the full-scale Russian invasion, the authors conclude that it is possible to preserve psychological health, avoid undesirable emotional states and the development of professional (emotional) burnout syndrome, and prevent the destruction of personality, provided that there is such a human quality as emotional stability. It has been determined that self-regulation can be considered an effective tool for emotional stability on the part of the teacher, which is appropriately implemented in the developed set of exercises. The proposed exercises correlate with the motivational, reflective, emotional and volitional, and activity components of the structural organisation of self-regulation and are able to counteract the syndrome of professional (emotional) burnout of a foreign language teacher in wartime. The study prospect is to further develop the issue of studying the peculiarities of professional (emotional) burnout of foreign language teachers during the war, taking into account the gender approach.