Features of the Psychological Health of Teachers of Different Levels of Professional Skill in the Context of Digital Transformation of the Educational Process

Abstract

The article presents the results of an empirical study of the characteristics of psychological health and professional burnout of subject teachers of educational organizations with different qualification categories. The specific of the occurrence of professional “burnout” in the context of digital transformation of the educational process is considered. The study involved respondents aged 24 to 63 years, of which 74% were female – 232 people (N=232), of which 110 people of high professional skill (N=110) and 122 teachers of low professional skill (N=110). To achieve this goal and test the hypothesis, empirical methods were used: the questionnaire “Assessment of job satisfaction” by V.A. Rozanova; the MBI professional burnout questionnaire by K. Maslach and S. Jackson, adapted by N.Ye. Vodopyanova; methodology for diagnosing psychological health by A.V. Kozlov, which includes the following scales: “Strategic vector”, “I-vector”, “Intellectual vector”, “Humanistic vector”, “Creative vector”, “Family vector”, “Prosocial vector”, “Spiritual vector”. It was revealed that subject teachers of high professional skill are more susceptible to the syndrome of professional “burnout”, which manifests itself in the form of cynical attitudes towards the subject of their work and decrease in professional motivation. At the same time, they are more intellectually developed, inclined to creativity and humanism in comparison with teachers of low professional