GENDER ASPECTS OF THE PERCEPTION AND EXPERIENCE OF PROFESSIONAL BURNOUT AMONG TEACHERS: A HISTORICAL-COMPARATIVE STUDY
- 作者: Berlyand Y.B.1
-
隶属关系:
- Institute of Study of Childhood, Family and Education
- 期: 编号 11 (2025)
- 页面: 24-29
- 栏目: Theory, strategies
- URL: https://journals.rcsi.science/2222-4378/article/view/359570
- DOI: https://doi.org/10.25807/22224378_2025_11_24
- ID: 359570
如何引用文章
全文:
详细
The article presents a historical and comparative analysis of gender aspects of teachers’ professional burnout from the 19th century to the present day. The transformation of theoretical ideas about burnout in the context of feminisation of pedagogical profession, evolution of scientific approaches from biodeterministic to socio-cultural models, specifics of manifestation and risk factors of burnout in teachers of different genders are studied. Special attention is paid to the analysis of historical forms of structural discrimination and their influence on professional burnout. Stable gender differences in symptomatology are revealed: predominance of emotional exhaustion in women and depersonalisation in men. On the basis of historical and theoretical analysis, the authors substantiate the necessity of intersectional approach to burnout prevention, which takes into account the mutual influence of gender, professional and sociocultural factors. Recommendations for the development of gender-sensitive programmes for the prevention of professional burnout of teachers are proposed.
参考
Водопьянова Н. Е., Старченкова Е. С. Синдром выгорания. СПб.: Питер, 2008. 336 с. Горбушина А. В., Федосимова Д. А. Особенности эмоционального выгорания у педагогов с разным стажем профессиональной деятельности // Мир педагогики и психологии. 2017. No 8 (13). С. 116–125. Данилова Л. Н. Феминизация педагогической профессии: социокультурный анализ гендерной эволюции учительского труда в Германии // Вестник Томского государственного университета. Философия. Социология. Политология. 2019. No 48. С. 101–111. doi: 10.17223/1998863Х/48/10 Кочетков Н. В., Черепанова Е. В., Трушкина Е. А. Актуальные зарубежные исследования профессионального выгорания у учителей // Современная зарубежная психология. 2023. Т. 12, No 2. С. 43–52. DOI: https://doi.org/10.17759/jmfp.2023120204 Митина Л. М., Митин Г. В., Анисимова О. А. Профессиональная деятельность и здоровье педагога. М.: ACADEMIA, 2005. (Педагогические специальности). Штылева Л. В. Гендерный подход в курсе истории педагогики // Высшее образование в России. 2011. No 7. С. 141–146. Freudenberger H. J. Staff burnout // Journal of Social Issues. 1974. Vol. 30, No. 1. P. 159–165. doi: 10.1111/j.1540-4560.1974.tb00706.x Maslach C., Schaufeli W. B., Leiter M. P. Job burnout // Annual Review of Psychology. 2001. Vol. 52. P. 397–422. doi: 10.1146/annurev.psych.52.1.397 Rubilar V. N., Oros L. B. Stress and Burnout in Teachers During Times of Pandemic // Frontiers in Psychology. 2021. Vol. 12. Article ID 756007. 12 p. doi: 10.3389/fpsyg.2021.756007 Salmela-Aro K., Upadyaya K. School burnout and engagement in the context of demands-resources model // British Journal of Educational Psychology. 2014. Vol. 84, Pt 1. P. 137–151. doi: 10.1111/bjep.12018
补充文件
