Forming of psychological and compensatory competences as a method of preventing the professional burnout of higher educational institutions teachers

Abstract

Assumptions that timely diagnostics, identification of psycho-risks in the professional environment of Foundation of Higher Education (HEF) (various forms of organization of educational and scientific systems for the purpose and complexity of system management) that lead to the professional burnout of teachers in the field of vocational education (including postgraduate, adult) theoretical and methodological study of personalities, organization, functioning and orientation of educational systems of HEF contributes to the development of methods of organizing of vocational training and scientific-methodological of logical system for the formation psychological and compensatory competences in teachers, providing employment, quality and safety of life nowadays and in the future. The psycho-compensatory competences formed in the course of vocational training in the postgraduate education system protect the teacher from psycho-risks of the professional environment and prevent his or her professional burnout, prolonging self-development, self-improvement in the course of employment throughout life and thus contribute to safety.
The hypothesis in the quality management studies of educational and scientific systems of various forms of organization, functional orientation by levels of management of continuous education (basic, full, postgraduate, adult education, lifelong education) – a voluminous structured form of development of modern scientific knowledge in the fields of pedagogy, psychology, education policy, systems management, training methodology, research and peer review, which is a scientific futuristic assumption of predictive nature, requires heuristic, experimental reliability, theoretical and methodological argumentation of the conclusions of the systematic analysis of the quality of the components of the study environment (processes, phenomena, objects and commitments between them in the coordination-subordination interaction of the levels of systems and their purpose), needs to be proofed and updated for theoretical and methodological substantiation of innovative ideas, provides the accumulation of the potential of modern scientific knowledge (cognition methodology – fundamental-, specifically-, general-scientific, methodological expertise, methodology of system management) the formation of paradigmatic strategies of new scientific theories.