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Correlation between magnitude of physical activity, level of emotional intelligence and emotional burnout of a teacher


Цибульникова Виктория Евгеньевна
кандидат педагогических наук, доцент кафедры спортивных дисциплин и методики их преподавания Института физической культуры, спорта и здоровья
vicki-77@yandex.ru
Образовательная организация: ФГБОУ ВО «Московский педагогический государственный университет»
Богатикова Анна Николаевна
студент

Образовательная организация: ФГБОУ ВО «Московский педагогический государственный университет»

Ключевые слова: physical activity, functional types of physical activity, general emotional intelligence, syndrome of emotional burnout

Аннотация: The purpose – to define the nature of correlation between functional types of physical activity of teachers, levels of general emotional intelligence and phases of emotional burnout. Methods and organization of the research. 300 teachers (women) aged 21 - 65 years have participated in the research. The task has been to identify volume of daily physical activity, functional types of physical activity by measurement with a pedometer. The objective has been to determine levels of achievement of emotional burnout phases by educators and levels of their general emotional intelligence, to carry out the correlation analysis of linear relationships on Pearson's formula. Results and discussion. Considering factors of rationing and volume of average daily physical activity of teachers, we have experimentally distinguished functional types with low, light, medium and high physical activity. We have carried out diagnostics of levels of emotional intelligence and assessment of extent of emotional burnout of teachers. We have determined the nature of correlation between the volume of physical activity, achievement of emotional burnout phases, types of intrapersonal and interpersonal intelligence, and levels of general emotional intelligence of educators. Conclusion. All age groups of female teachers show deficiency of physical activity with primary functional type with light physical activity. Emotional well-being of educators and level of emotional intelligence depend directly on the volume of physical activity that is confirmed with results of the research. Teachers with high physical activity have higher level of emotional management as maximum point of the general emotional intelligence. 12,00% of teachers with low physical activity tend to go through the «exhaustion» phase as the final control point of emotional burnout showing exhaustion of physical and emotional resources. These teachers demonstrate the lowest indicators of intrapersonal type of emotional intelligence – only 44,00% of educators with low physical activity can understand their own emotions and only 54,61% of them are capable to manage their own emotions.

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