Features of Communication of Coping Strategies and Professional Burnout of Teachers with Different Experience

Kiseleva, A. A.; Козлов, Владимир Васильевич; Kuzmin, Mikhail

doi:10.26516/2304-1226.2019.27.45

Cited by 3 publications

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“…In our previous studies [15,16], we established the specific features of coping strategies used and their efficiency among teachers, depending on the experience level and specialty. In this study, we attempted to discover the influence of these coping strategies on the child's success in the educational process.…”

Section: Discussionmentioning

confidence: 99%

Teacher coping strategies as factor of child’s success in educational process

2021

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The authors analyze various approaches to the problem of factors that determine a child’s success in the educational process. The contradictory nature of modern research on this issue is established. There is no consensus on the impact of coping strategies on a child’s academic and creative success. The purpose of the study is to determine coping strategies of teachers with various experience levels and specialties that affect the success of children in the educational process. The sample consists of 314 teachers in Irkutsk with various experience levels and specialties. The authors utilize the methods “The Ways of Coping Questionnaire” by R. Lazarus and S. Folkman, “Methodology for determining individual coping strategies” by E. Heim as well as the analysis of the teachers’ professional results submitted for certification. It is found that the success of students depends on the coping strategies used by their teachers of various experience levels and specialties. In general, students are more successful if pedagogues use productive coping mechanisms. However, in some cases, due to the specialty and experience of teaching staff, unproductive copings can be efficient for learning. For subject teachers, the “Distancing” strategy can be efficient, which is an unproductive coping strategy. At the same time, the strategy “Seeking social support”, which is a productive coping mechanism, is inefficient for teachers of additional education. The results obtained are compared with other authors’ conclusions (W.F. Admiraal, K.C. Herman, M.M. Kashapov, etc.). The authors explain the discovered features of coping mechanisms for the success of children. The limitations of the study and possible further research areas are discussed.

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Section: Discussionmentioning

confidence: 99%

Teacher coping strategies as factor of child’s success in educational process

2021

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Features of Coping Strategies among Teachers with Various Teaching Experience and Speciality

2020

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Introduction. The choice of coping behavior strategies is a factor in increasing the efficiency of professional activities of educators. Despite the large number of publications on this topic, there is a lack of research on teachers’ choice factors regarding coping strategies. The authors suggest that the choice of coping strategies is determined not only by the teaching experience, but also by the special subject a teacher has to teach. Materials and Methods. The methods, used in the study are the following: Ways of Coping by R. Lazarus and S. Folkman and Questionnaire by E. Heim. The survey group was 475 teaching employees with various lengths of teaching experience and teaching specialities. For statistical processing, MANOVA, the Kruskal-Wallis H-test, and the χ² criterion were used. Results. In the course of analysis of variance, it was found that the choice of preferred coping strategies depends not only on the length of teaching experience, but also on the speciality area taught. This refers to both specific strategies (Distancing, Self-control and Positive Revaluation) and productive, relatively productive and unproductive strategies in general. Based on the severity of coping behavior strategies, two groups of pedagogical workers were identified: with a more evident (preschool educators, psychologists and subject teachers) and less evident (primary school teachers and teachers of additional education) coping strategies. Discussion and Conclusion. The specificity of the choice of both productive and unproductive strategies for coping behavior is determined not only by the length of teaching experience, but also by the specialization taught. The authors have highlighted coping strategies that are most typical for various groups of teaching staff. The results obtained can be useful for educational psychologists who provide psychological support for teams of educational organizations. The revealed specificity of coping behavior of teaching staff can serve as a basis for the development of preventive measures to offset professional burnout.

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Coping-behavior of teachers with different professional experience

Bragina

Belozerov

Romanova

2023

Vestn. Kostromskogo gos. univ. im. N.A. Nekrasova, Ser.: Pedago

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Constructive strategies of coping behavior are the most important resource and mechanism for the prevention of the emotional burnout of teachers, the risk of which increases with increasing teaching experience. The authors point out that the results of scientific works aimed at studying coping strategies of teachers with different professional experience are ambiguous. The article provides a comparative analysis of the structure of coping behavior of teachers with professional experience up to 5 years, 6-15 years and more than 16 years. As research methods, the authors use the questionnaire “Coping behavior in stressful situationsˮ adapted by T.L. Kryukova and the questionnaire “Strategies for overcoming stressful situationsˮ by S. Hobfall. It is revealed that teachers with minimal and maximum professional experience have a number of similar features of coping behavior: a high level of coping focused on avoidance, the relationship between prosocial strategies and social distraction, as well as significant links between manipulative and asocial strategies. The structure of coping behavior of teachers with less than 5 years of experience is characterized by the lowest indicators of the use of problem-oriented coping, prosocial strategies and the index of constructiveness of coping in general. High rates of emotionally-oriented coping have been recorded among teachers with more than 16 years of experience. The authors note that with increasing length of service, the indicators of problem-oriented coping and prosocial coping strategies grow.

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Features of Communication of Coping Strategies and Professional Burnout of Teachers with Different Experience

Cited by 3 publications

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Teacher coping strategies as factor of child’s success in educational process

Teacher coping strategies as factor of child’s success in educational process

Features of Coping Strategies among Teachers with Various Teaching Experience and Speciality

Coping-behavior of teachers with different professional experience

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