Please use this identifier to cite or link to this item: http://hdl.handle.net/10995/82699
Title: Teachers of Special Schools: Stressors and Manifestations of Occupational Stress
Authors: Kuvaeva, I.
Issue Date: 2018
Publisher: Knowledge E
Citation: Kuvaeva I. Teachers of Special Schools: Stressors and Manifestations of Occupational Stress / I. Kuvaeva // The Fifth International Luria Memorial Congress «Lurian Approach in International Psychological Science» (Ekaterinburg, Russia, 13–16 October, 2017). – Dubai : Knowledge E, 2018. – KnE Life Sciences, 4 (8). – pp. 515-521. – DOI 10.18502/kls.v4i8.3309
Abstract: Introduction. This article demonstrates the stress syndrome among teachers of special schools. There are two teaching techniques to pupils with physical and mental disorders: (1) in-class interaction and (2) distance computer interaction. We assume that teachers of special schools perceived a high level of occupational stress; the specific professional and organizational stressors explained the differences in stress syndromes among teachers of traditional (in class) and distance computer interaction. Method. Our study applies the IDICS system that analyzes the syndrome of occupational stress: stressors – subjective representations – acute and chronic stress manifestations – deterioration of stress (Leonova, 2006). The sample consists of 58 teachers (2 m./56 f.) of Russian special schools. Results. The findings have demonstrated that 29% participants perceived the high occupational stress and the ‘in class’ technique determines the most tension in work (p < 0.05). As the comparative analysis has proven, participants of traditional technique highlighted the stressful job conditions and chronic stress manifestations (aggression, depression, sleep disturbances) (p < 0.05). The teachers who work in a class, perceive the value of work tasks greater and experience the emotional stress on a higher level. Participants applying distance technique on the contrary distinguished extremely negative actual well-being (p < 0.05). Conclusion. Organization of work process determines the specification of stress syndrome among teachers in special schools. Practical relevance of the research lies in developing and implementing of stress-relieving program, targeting different groups of workers with account of traditional/distance technique.
Keywords: OCCUPATIONAL STRESS
STRESS SYNDROME
TEACHER
SPECIAL SCHOOL
‘IN-CLASS’ TECHNIQUE
DISTANCE TECHNIQUE
DISABLED CHILDREN
URI: http://hdl.handle.net/10995/82699
Access: Creative Commons Attribution License
License text: https://creativecommons.org/licenses/by/4.0/
Conference name: The Fifth International Luria Memorial Congress «Lurian Approach in International Psychological Science»
Conference date: 13.10.2017-16.10.2017
ISSN: 2413-0877
DOI: 10.18502/kls.v4i8.3309
metadata.dc.description.sponsorship: The author is grateful to Igor Emelyanov, graduate of the Department of Psychology of the Ural Federal University for his help in the research organization.
Origin: The Fifth International Luria Memorial Congress «Lurian Approach in International Psychological Science». — Ekaterinburg, 2018
Appears in Collections:Конференции, семинары

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