EMOTIONAL STATE OF TEACHERS OF PRESCHOOL EDUCATIONAL INSTITUTIONS WITH DIFFERENT PROFESSIONAL EXPERIENCE

Abstract

In the modern conditions of reforming the domestic education system, higher and higher requirements are being imposed not only on the professional knowledge, skills and abilities of teachers, but also on the level of their psychological well-being and the ability to manage their emotions. The article presents the results of an empirical study of the features of the emotional states of teachers of preschool educational institutions with different work experience. Based on the calculations of statistically significant differences using the Kraskel-Wallis H-test coefficient, it is concluded that the emotional states of teachers with different experience differ in the severity of the degree of fatigue, emotional tone, tension and stress. According to the authors of the article, psycho-pedagogical techniques aimed at optimizing emotional states of teachers should be based on four components: organic, emotional, semantic and behavioral.