Psychological features of professional stress of teachers

Abstract

The article analyzes the key approaches to the phenomenon of stress in the teacher's professional activity. The views of scientists on its nature, the factors that give rise to its appearance and deployment are presented. The concepts of "work stress", "organizational stress", "professional stress" are distinguished. Professional stress among teachers is viewed through the prism of an individual's individual response to the impact of a difficult situation (psychological approach). The teacher's reaction to the increased demands of the social environment for his activities is investigated (social approach). The psychological state of the teacher, determined by the powerful action of factors associated with the implementation of professional tasks (professionally oriented approach) is described. The importance of an integrated approach to the study of psychological characteristics of professional stress of teachers is emphasized. Currently, there is an acute lack of personal resources for the effective solution of current pedagogical problems, which leads to stress. The author has characterized the types of professional stress by the nature of the impact on the personality of the teacher and his/her activities. The factors determining the transformation of situational stress into chronic occupational stress have been determined. The features of informational, emotional and communicative stress in the teacher's professional activity are described. The types of stressors in pedagogical activity are highlighted. Particular attention is paid to objective and subjective stressors, in particular to interpersonal, mid-personal and motivational. General and special occupational stressors are described in detail. The differences from stressors that are controlled and not amenable to control in the conditions of pedagogical activity are determined. Attention is focused on the fact that professional stress among teachers can become a serious threat to the successful deployment of professional activity and lead to professional burnout. Cases in which professional stress becomes a stimulus prompting a teacher to develop and improve are identified.