INCLUSIVE EDUCATION AS A RISK FACTOR FOR TEACHER BURNOUT

Abstract

This article examines inclusive education as a risk factor for teacher burnout and presents research on its prevention. The modern practitioner-teacher faces a lot of problems in the real implementation of inclusive education tasks, which leads to professional burnout. On the basis of the analysis of foreign scientific works the essence, meaning and pedagogical and psychological features of prevention of professional burnout of teachers in the conditions of inclusive education are defined. Stages of professional burnout according to K. Maslach's methodology are identified. Personal qualities of a teacher are considered as conditions for successful implementation of inclusive education. They can contribute to successful work and prevent professional burnout, and on the contrary, aggravate it. Developing these qualities, the teacher creates conditions for the full development of each child, regardless of his/her peculiarities. The techniques reducing and increasing emotional tension for prevention of unfavourable emotional states are recommended. The causes of professional burnout of teachers in inclusive education and negative personal qualities that can contribute to burnout are identified. Also, the model of prevention of professional burnout of teachers in the conditions of inclusive education, aimed at creating favourable conditions in the pedagogical process, increasing the psychological stability of teachers and improving the quality of education for all children is proposed. As a result of the study additional recommendations for the prevention of professional burnout of teachers were identified: development of emotional intelligence; positive thinking techniques; time management; finding a balance between work and personal life.