TY - GEN

T1 - Chronic Fatigue Syndrome Among Teachers in the Conditions of Distance Learning

AU - Kruglova, Marina Anatolyevna

AU - Starchenkova, Elena Stanislavovna

AU - Kruglov, Vladimir Georgievich

AU - Vodopyanova, Natalia Evgenievna

AU - Leontiev, Oleg Valentinovich

AU - Kruglov, Vladimir Anatolyevich

N1 - Материалы 3-го Международного семинара по исследованиям в области образования и социальным наукам 2020 г. (ISERSS 2020)

PY - 2021/1/20

Y1 - 2021/1/20

N2 - The features of professional pedagogical activity increase the likelihood of teachers' health decline. However,having the resources to cope with difficulties can mitigate the tension caused by occupational stress. In recentyears, many authors have noted that chronic fatigue syndrome is a multi-causal pathology and many factorsaffect its development, one of which is high stress load. The stress load includes both the strengthening of therequirements for the professional activity of the teacher, and the complication of the external situation, anincrease in the level of its uncertainty due to the pandemic of COVID-19 and self-isolation. This articleconsiders the issues of professional health of teachers and the risk of developing chronic fatigue syndrome inthe process of introducing new educational technologies during a pandemic. The study was conducted in twostages: shortly before the introduction of distance learning in general education schools in connection with thetransition to self-isolation due to the COVID-19 pandemic and after the introduction of distance learning. Thepresence of chronic fatigue syndrome was determined using The Fatigue Assessment Scale (FAS) (H. J.Michielsen, adapted by L. F. Bikbulatova) and the questionnaire "Criteria for chronic fatigue syndrome" (S.G. Komarov). Methods of mathematical statistics: The Pearson's chi-squared test and the Mann-Whitney Utest. Statistical data processing was carried out using the SPSS-20.0 program. It has been established that theintroduction of a distance learning format in general education schools is a stressful factor for teachers. Afterthe introduction of the distance learning format, a significant part of the teachers was found to havepathological fatigue, as well as a high risk of developing chronic fatigue syndrome.

AB - The features of professional pedagogical activity increase the likelihood of teachers' health decline. However,having the resources to cope with difficulties can mitigate the tension caused by occupational stress. In recentyears, many authors have noted that chronic fatigue syndrome is a multi-causal pathology and many factorsaffect its development, one of which is high stress load. The stress load includes both the strengthening of therequirements for the professional activity of the teacher, and the complication of the external situation, anincrease in the level of its uncertainty due to the pandemic of COVID-19 and self-isolation. This articleconsiders the issues of professional health of teachers and the risk of developing chronic fatigue syndrome inthe process of introducing new educational technologies during a pandemic. The study was conducted in twostages: shortly before the introduction of distance learning in general education schools in connection with thetransition to self-isolation due to the COVID-19 pandemic and after the introduction of distance learning. Thepresence of chronic fatigue syndrome was determined using The Fatigue Assessment Scale (FAS) (H. J.Michielsen, adapted by L. F. Bikbulatova) and the questionnaire "Criteria for chronic fatigue syndrome" (S.G. Komarov). Methods of mathematical statistics: The Pearson's chi-squared test and the Mann-Whitney Utest. Statistical data processing was carried out using the SPSS-20.0 program. It has been established that theintroduction of a distance learning format in general education schools is a stressful factor for teachers. Afterthe introduction of the distance learning format, a significant part of the teachers was found to havepathological fatigue, as well as a high risk of developing chronic fatigue syndrome.

KW - синдром хронической усталости, учителя, дистанционное образование, здоровье

KW - chronic fatigue syndrome

KW - Teachers

KW - distance education

KW - HEALTH

UR - https://www.atlantis-press.com/proceedings/iserss-20/125951343

M3 - Conference contribution

T3 - Advances in Social Science, Education and Humanities Research

SP - 162

EP - 165

BT - 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020)

PB - Atlantis Press

Y2 - 24 December 2020 through 25 December 2020

ER -