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The Relationship Between Cross-Cultural Competence and Emotional Burnout Syndrome of Teachers Working with Migrants
Larin Nikita Andreevich

post-graduate student at Moscow State University of Psychology and Education

127051, Russia, Moscow Region, Moscow, str. Sretenka, 29

psylarin@gmail.com
Другие публикации этого автора
 

 

Abstract.

This article is devoted to the description of the results of the author's research andn reveals particularities of the relationship between cross-cultural competence and emotional burnout syndrome of teachers working with migrants. The article contains a description of the phenomenon of burnout and cross-cultural competence of teachers. In his research Larin describes the results of his research that prove the relationship between the affective motivational component of cross-cultural competence of a teacher and the level of depersonalisation as well as the overall level of burnout. Within the framework of this research, the author carried out a survey that involved 64 teachers from 6 secondary schools. To analyze the level of emotional burnout, the author has used the MBI method. To analyze cross-cultural competence, the author has used an quick cross-cultural competence questionnaire offered by M. Chibisov, T. Ivanov, and M. Kornilov. At first sight, emotional burnout and cross-cultural competence of school teachers are two absolutely unrelated phenomena. However, a school teacher may have to work with migrant children which creates additional emotional stress. In its turn, this may affect the emotional state of a teacher and, as a consequence, the level of emotional burnout. 

Keywords: educator, students, human migration, intercultural competence, cross-cultural communication, déformation professionnelle, burnout, school teacher, stress, depersonalization

DOI:

10.7256/2454-0676.2018.2.25515

Article was received:

20-03-2018


Review date:

06-03-2018


Publish date:

03-05-2018


This article written in Russian. You can find full text of article in Russian here .

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