There were 3 countries which participated in Erasmus+ project „Supporting teachers to face the challenge of distance teaching” (2020-1-LV01-KA226-SCH-094599) during last year. The aim of the project was to develop a well-functioning digital support system for teachers, promoting socio-emotional health and resilience. The main aim of this research was to outline a research problem on teacher well-being factors in three countries during the Covid-19 pandemic, when teachers worked remotely, and to further explore the problem in a focus group in Latvia. The following is a description of the study that was carried out in Latvia on the problems of teachers' social and emotional health factors during distance learning in 2020-2021. The study in Latvia took place in parallel with the study in Slovakia and Lithuania. This article describes the first part of the study in Latvia. One of the tasks of the study was to identify the factors that predicted teachers’ social and emotional health (SEH-T), to determine the relationships between teacher SEH, emotional burnout and teacher engagement in work indicators, and to perform a linguistic and psychometric adaptation of the teacher SEH-T (Social-emotional Health Survey – Teachers, Furlong and Gajdosova, 2019). Latvian teachers from different schools in Latvia participated in this study. Respondents completed three surveys: Teachers SEH-T (Social- emotional Health Survey – Teachers, Furlong and Gajdosova, 2018), Engaged Teachers Scale (ETS; Klassen, Yerdelen & Durksen, 2013) and the K. Maslach Burnout Survey – General Survey (MBI– GS, Maslach, Jackson & Leiter, 1996; Caune, 2004). The results showed that the translation of teachers' SEH-T survey into Latvian language had good internal coherence of articles, the article discrimination index indicator was statically significant, and the reaction index was within the normal range. Teachers SEH is positively predicted by teacher engagement indicators. Demographic and emotional burnout rates do not predict teachers' SEH-T scores. The results showed that there were statistically significant positive correlations between teacher SEH-T, teacher engagement, and emotional burnout rates. There were statistically significant negative correlations between teachers' SEH-T indicators, teacher involvement and emotional burnout indicators. Keywords: Teachers SEH, work engagement, emotional burnout

Anotacija. Pedagogai savo profesinėje veikloje susiduria su įvairiomis probleminėmis, konfliktinėmis, stresinėmis situacijomis, kurių metu jų elgesys turi atitikti profesijos keliamus reikalavimus. Visgi priimti sprendimai pedagogo veikloje ne visada apsvarstomi racionaliai, neretai patiriami intensyvūs pykčio jausmai, kurie išreiškiami mažiau adaptyviais būdais. Tyrimo tikslas -ištirti būsimųjų pedagogų pykčio ekspresiją ir valdymą, problemų sprendimą, savirefleksiją ir jų sąsajas. Tyrimo metodikos: Problemų sprendimo aprašas (Rational/Experiential Multimodal Inventory -REI-m), Pykčio ekspresijos ir valdymo aprašas (State-Trait Anger Expression Inventory -STAXI-2) ir Savirefleksijos ir įžvalgos skalė (Self-reflection and Insight Scale). Tiriamieji: 120 būsimųjų pedagogų (universiteto studentų), patogioji tiriamųjų imtis. Tyrimo rezultatai: spręsdami problemas būsimieji pedagogai vyrai pasižymėjo reikšmingai aukštesniais racionalumo įverčiais nei būsimosios pedagogės moterys, o būsimosios pedagogės moterys -aukštesniais intuicijos įverčiais bei aukštesniu pykčio ekspresijos indeksu nei būsimieji pedagogai vyrai. Nustatytas teigiamas būsimųjų pedagogų racionalumu bei patirtimi paremtų problemų sprendimo ir savirefleksijos ryšys ir neigiamas problemų sprendimo racionalumo ir pykčio kaip bruožo ryšys. Gauti rezultatai leidžia daryti prielaidą, kad būsimųjų pedagogų racionalus problemų sprendimas, pykčio valdymas ir savirefleksija yra susiję ir reikšmingi pedagogo profesinės raidos kontekste.Esminiai žodžiai: pykčio ekspresija, pykčio kontrolė, problemų sprendimas, savirefleksija, būsimieji pedagogai, universiteto studentai.

Based on the analysis of scientific research, it has been concluded that methodology "Social Emotional Health Survey - Secondary" (SEHS-S) with meta-construct of Covitality is a universal tool in order to define the social and emotional health of teenagers and young people; it has also been found that the meta-construct of Covitality is essentially related to other psychological constructs, such as emotional intelligence, vitality, social competence and mental health. In the research that was conducted in Riga Teacher Training and Educational Management Academy (Timofejeva, 2015), the method of M.J. Furlong has been adapted to the Russian language, Latvian language interpretation of the notion of Coviality has been proposed offering terms “Sociāli emocionālās veselības faktors” or SEV (Social and Emotional Health factor) or “sinerģiskā vitalitāte” (“Synergic vitality”). Furthermore, theoretically constructive model of author has been created. Within this model, a new correlation has been hypothetically predicted between meta-construct of Covitality (SEV-factor) and other scientifically acknowledged psycho-social constructs and notions: psycho-social prerequisites of the SEV-factor and psychological options that depend on the level of the SEV-factor. During the research, a selection of several teenagers and young people - students of comprehensive schools of Riga - with Russian as their native language was made (n=184). It was found that the applied methodology is valid for the selection of Russian-speaking teenagers/youth of Latvia and that it can be recommended to the psychologists of schools as a new psychometric tool for their professionally practical duties. The data obtained within the research is planned to be used for comparisons with a similar research conducted in Lithuania (Lithuanian University of Educational Sciences), led by prof. A. Petrulytė. Key words: social and emotional health, age phase of teenagers/youth, emotional intelligence, synergic vitality, social competence.

The article presents the research on relations of problem-solving, anger, self-reflection of prospective and in-service teachers. The research within the sample of Lithuanian teachers disclosed positive correlations between their rationality in problem-solving, self-reflection, and anger control as well as between anger expression and emotionality in problem-solving. The regression analysis allowed stating that emotionality, rationality, need for self-reflection, and insight can help to forecast the expression of anger index.

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