STRESS TOLERANCE IN THE PROFESSIONAL ACTIVITY OF A SPECIAL EDUCATION TEACHER

Abstract

In the professional activity of a special education teacher, the problem of stress severity arises, which determines the need and importance of studying the range of factors affecting stress tolerance. The analysis of theoretical sources made it possible to determine the features, structural components and psychological resources of stress resistance of a special teacher. In this study, the stress resistance of special education teachers was considered as an integrative property, which manifests itself in the activation of mental resources aimed at preventing performance disorders.

The study was conducted using diagnostic techniques ("Diagnosis of stress", author A.O. Prokhorov; Multilevel personality questionnaire "Adaptability", authors: A.G. Maklakov, S.V. Chermyanin; methodology "Coping behavior in stressful situations", authors S. Norman, D.F. Endler, D.A. James, M.I. Parker (adapted version by T.A. Kryukova) and revealed the prevailing levels of stress tolerance among teachers of special education: respondents predominantly had low and medium levels of stress tolerance. The study participants, who had a low level of stress tolerance, demonstrated a high degree of overwork, lost their composure and control over their behavior in a stressful situation. Participants with an average level of stress tolerance noted that they do not always behave adequately in a stressful situation and minor professional events can disrupt their emotional balance. Among the study participants were those who demonstrated a high level of stress tolerance. The results of the study, in general, indicate that the majority of its participants are characterized by an insufficient degree of stress tolerance, which is associated with their professional activities, which indicates the need to develop their skills to successfully overcome stressful situations in their professional activities.