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Stres zawodowy narastającym zjawiskiem społecznym

100%
Łodzińska J.
Seminare. Poszukiwania naukowe
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2010
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vol. 28
125-138
EN
Life in general passes among various situations and personalities in constant rush. One has no influence on many actions. We live “in a world of produced risk, which is a price of technological and civilizational progress” said Piotr Sztompka, a famous Polish sociologist. Unfortunately, new kinds of risks have been still occurring not only in professional but also in private life. We have to deal with a great deal of uncertainty at almost every turn. Moreover, Sztompka pointed out that “the risk connected with the results of certain actions is a perennial and common factor of social life”. This uncertainty causes frustration as well as nervous tension in several aspects. However, in a positive way, being under stress is one’s regular response to the physical, mental and emotional sphere. There is no way to avoid stress, so people have to get used to living with it and learn how to defend themselves against its destructive influence. You can prepare to do it effectively enough to make the stress as inconsiderable as possible. What is more, there are many ways of solving difficult problems so as to overcome the stress, not become its victim. Summing up, in spite of many life’s adversities, you should look ahead with the optimistic attitude to the world and people around.
2
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Demographic Differences and Professional Stress of College Employees: A Case Study in Serbia

88%
Bulatovic J.
Kultura i Edukacja
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2013
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issue 5(98)
153-184
EN
This study explores the perception of professional stress and stress coping strategies in a sample of 80 employees at the college. The data was collected by using an inventory of perceived sources of stress and work stress indicator (coping scale). In addition to developing the concept of professional stress, the study had two objectives: to measure the level of professional stress in different categories of staff at the college and to study and analyze stress in Serbia in relation to individual differences (gender, age, marital status, parenthood, number of children, education, class, and working hours). The highest level of stress experienced was by respondents with three or more children, over 50 years old, have a college degree, and professors. Employees younger than 30 years of age, members of the student parliament, employees with a university degree, and the parents of one child experienced the lowest level of stress. As for the relationship between individual differences and stress levels, the results show that there is a relationship between age, marital status, parenting, and the education of the children and how they are experiencing stress. By contrast, gender, class, and working hours are not associated with it. The research integrates a broader set of variables that are prerequisites to a better understanding of demographic and employment factors that lead to professional stress. This should help better understand the proportion of variance of employee satisfaction, performance, and help better cope with it.
3
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Stres proza życia – analiza wybranych grup zawodowych w perspektywie zagrażajacych bodzców stresowych

75%
Judzińska A.
Kultura-Społeczeństwo-Edukacja
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2013
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vol. 4
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issue 2
185-205
EN
Article examines the occurrence of professional stress among academic teachers (postgraduate students), doctors and policemen particularly exposed to intensive in uence of stressful impulses for social character of the functions they perform. Basing on the literature of object, author enriches the analysis with his own ndings. In rst instance he de nes the notion of stressors and then he tries to nd and make them up in the form of specific threats, adequate for each of the above mentioned professional groups. His analysis is extended by the aspect of professional transformations taking into consideration their social-cultural conditions. Thanks to it the author shows the existence of relationship not only between the age of respondents and susceptibility on stress but he underlines as well how important place in human’s needs hierarchy takes the professional job. Frustration, fear, tension and anxiety destructively in uence the psychical form of an individual e ecting in negative consequence de ned by the hereby article as a professional burnout.
4

ПРОФЕСІЙНЕ ВИГОРАННЯ ЯК ПЕРЕШКОДА ПІЗНАВАЛЬНО-ТВОРЧОЇ САМОРЕАЛІЗАЦІЇ ПЕДАГОГІЧНИХ КАДРІВ

75%
Микола С.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 8(62)
74-84
EN
The article is devoted to revealing the key aspects of professional burnout as obstacles to cognitive and creative self-realization of teachers. The first place among great numbers of published researches on the issue of burnout, takes up the articles relating to teachers’ work. Burnout syndrome as a result of job stress has been extensively studied for over 30 years in the foreign psychology. In Ukrainian science the great interest to it has arisen recently, that is why this subject has not received appropriate consideration. The following methods of research were used: system-structural and functional analysis, theoretical analysis of Ukrainian, Russian and foreign scientific sources. In the context of our research we consider it necessary to review the concept of creativity. Analysis of psychological and educational research indicates that the problem of creativity is considered in the following aspects: philosophical, psychological and pedagogical. The subject of creativity is a human. The most important characteristics of educational creativity are: a high level of social and moral consciousness; search and problematic way of thinking; developed intellectual and logical abilities; vision problem; creative imagination, developed imagination; specific personal qualities; specific leading motives. Creatively working teacher could provide self-realization of his/her own personal creativity and create conditions for active students’ learning. But the problem of burnout appears. Burnout syndrome is one of the phenomena of personal deformation. There are three factors of professional burnout: personal, role and organizational. Personal factor includes motivation, variants of stress reaction and other personal features. Role factor is connected with role conflicts and role uncertainty. Organizational factor includes characteristics of professional tasks, type of leading, level of responsibility. So we got a theoretical justification for increased attention to the issue of prevention of burnout, because it reduces the creative self-realization, and has negative impact on the human psyche, which could cause further psychological disorders. The perspective of further research is to develop training programs for teachers to maintain and strengthen the mental health.
5
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The Professional Stress of Preschool Education Teachers

75%
Smak E.
Labor et Educatio
|
2018
|
issue 6
179-191
EN
The teacher profession can be rated among professions with high risk of health loss both in the physical (somatic) and mental sense. This is evidenced by statistics on the health assessment of a fairly large teaching community. Numerous structural changes (educational reforms) and an increase in professional expectations towards teachers, especially preschool teachers, have caused a significant increase in the stress experienced by them. This article is devoted to the problem of stress in the professional work of a preschool teacher. The most important factors causing stress reactions, as well as pressures that are the source of stress are identified and discussed in this paper. On their basis, the level of occurrence and circumstances of experiencing school stress are determined. Thirty full-time teachers working in kindergartens in rural and urban environments in the Opolskie Voivodeship were surveyed.
PL
Zawód nauczyciela można chyba zaliczyć do profesji o dużym ryzyku utraty zdrowia – zarówno w sensie fizycznym (sfera somatyczna), jak i psychicznym. Świadczą o tym statystyki dotyczące oceny zdrowotności dość dużej zbiorowości nauczycieli. Liczne zmiany strukturalne (reformy oświaty) oraz wzrost oczekiwań zawodowych wobec nauczycieli – zwłaszcza wychowania przedszkolnego – spowodowały wyraźne nasilenie doświadczanego przez nauczycieli stresu. Niniejszy artykuł poświęcony jest problemowi stresu w pracy zawodowej nauczyciela wychowania przedszkolnego. Omówiono i wyodrębniono w nim najważniejsze czynniki wywołujące reakcje stresowe, jak również zidentyfikowano presje będące źródłem stresu. Na ich podstawie określono poziom występowania oraz okoliczności przeżywania stresu szkolnego. Badaniami sondażowymi objęto 30 nauczycieli etatowych, pracujących w przedszkolach w środowisku wiejskim i miejskim na terenie województwa opolskiego.
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