Dynamics of special schoolteachers’ adaptation to communicative stresses of social genesis

The study of transformation of subsystem and component levels of teachers' burnout during the beginning of COVID-19 pandemic in connection with the structure of motivation of professional activity of special (correctional) school teachers allowed to fix the modification in the hierarchy of value-semantic orientations in the situation of cognitive uncertainty. The data of empirical research of changes in subjective perception of teachers' professional activity in the situation of May-June 2020 in comparison with the results of 2015 research have fixed in convergence of motivational structure of teachers of general and special schools, as well as in transition from humanistic to pragmatic values associated with restriction of availability of traditional mental rewards. Communicative attitudes concerning teachers' perception of the situation were analyzed as markers of emotional burnout. In the conditions of teachers' adaptation to communicative stresses of social genesis the leveling of variability in manifestation of emotional burnout symptoms of teachers of educational and special schools was noted.