Teslenko V. Psychological Principles for the Prevention from the Professional Burnout Syndrome by the Pedagogical Personnel of the Organizations Providing General Secondary Education of Different Forms of the Ownership.

The dissertation is devoted to the solution of the scientific problem, which consists in the elaboration of psychological principles for the prevention from the professional burnout syndrome by the pedagogical personnel of the organizations providing general secondary education of different forms of the ownership on the basis of theoretical and empirical investigations. Theoretical and empirical analysis of the effect of the professional burnout syndrome on the personal development of the teacher is carried out and the search for the psychological principles to prevent the professional burnout to acquire the resources at all levels of the personal interaction in axiological, communicative and informational context is highlighted accordingly. The teachers’ orientation in the search for their resources lies in personal and ecological activity as “the resulted result”, namely: the unity of different approaches to self-improvement, which is a measure of the formed ability of the teacher’s personality to be transformed and self-realized accordingly. The professional burnout is considered as a system of cognitive, affective and behavioral factors that prove or refute the pedagogical personnel’s ability of the organizations providing general secondary education to function optimally within their professional competences. A frame program and a system of the universal and special principles the experts and pedagogical personnel of state and private schools providing general secondary education are to prevent a syndrome of the professional burnout are proposed. The application of the program promotes the development of the integrative qualities of the individual (as a reserve of the personal resistance to the professional burnout syndrome) which ensure the stability of his / her frustrated reactions and consequently the development of the adaptive resource of the subject (as the integral indicator of the resistance to the burnout); the ability to the personal change; promotes the transactional analysis (as a rational method to be versed in behavior); the optimal activity of the teacher gaining the experience of the international change and the experience of a success (as an awareness in the form of the reflective experience and aspiration). It is proved that the development of the internal psychological processes which are basic for the personal resourcefulness and personal teacher’s responsibility (a readiness for some change, self-realization, the mobility of functioning) for the personal growth within the profession (the articulation of the personal stages in the formation of the abilities and skills, the formation of the values in the construct: the personal experience, the achievements, lean-thinking, the subjective ecological experience management according to the concept “the resulted result” being achieved) has primary meaning for the prevention of the professional burnout syndrome.