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professional burnout
educators of children's preschool institutions

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The article is devoted to a theoretical analysis of the understanding of the phenomenon of burnout in psychology and an empirical study of the relationship between self-esteem and perfectionism of preschool teachers and the level of their professional burnout.

It is noted that, despite the fact that today burnout is one of the most popular and researched topics in science, its integral psychological concept is still missing, as well as a general understanding of the concept of burnout, its structure, symptoms, stages of development and causes.

It is noted that in psychology, numerous scientists - researchers of burnout are inclined to offer their own definitions of it, to highlight its structure, symptoms and causes, unwittingly or consciously focusing on the ideas about the process of burnout expressed by H. Freudenberger and K. Maslach and colleagues.

The conducted research revealed the presence of both correlational and causal relationships between professional burnout and perfect motivation.

It was concluded that professional burnout can be interpreted as a process of gradual devastation of the meaningfulness of a person's professional activity.
The results of the empirical study show that there are statistically significant correlational and causal relationships between the professional burnout of educators and the features of their self-esteem and perfect motivation: the components of self-attitude to a greater extent determine professional burnout, which is also influenced by the individual's constant striving for perfection, putting forward excessively unrealistic demands for herself when she does not accept her own shortcomings. It was found that burnout determines the confidence of the subjects that the requirements for them are excessive, but they must be followed due to the desire to be accepted and get the approval of colleagues and management of the institution, etc.
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