Analysis of Psychological Factors in the Activities of Teachers of Inclusive Education as Possible Factors in Reducing Their Emotional Resilience

- Четверікова, Наталя Володимирівна ( (2020) Analysis of Psychological Factors in the Activities of Teachers of Inclusive Education as Possible Factors in Reducing Their Emotional Resilience Габітус, 5 (15). pp. 223-229. ISSN 2663-5208

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The article considers the psychological factors in the professional activities of teachers who works in the conditions of inclusive education, which can cause a decrease in the emotional stability of professionals. Emphasis is placed on the fact that the profession of a teacher is one of the potentially stressful professions, and every day in their professional activities, teachers face a huge number of problems and cases that require immediate or long-term response. It was emphasized that teachers working in conditions of inclusive education, daily, in addition to the conditionally "traditional" range of problematic working issues, have to work with difficulties and stress factors atypical for the teacher of an ordinary institution of general secondary education, that carry out additional psycho-emotional pressure on the specialist. It is indicated that than subjectively stronger cumulative influence of similar stressful factors, subjects has more risk for personality to feel emotional instability, and with its prolonged and uncompensated influence – can feel emotional and professional disadaptation, depressive states and other negative emotional states. Empirical analysis of specific potentially stressful factors in the triad «difficulties-feelings-needs» is carried out. A typology of the difficulties experienced by teachers in the process of working in an inclusive environment has been presented. These are difficulties of an informational, regulatory, material and organizational and socio-emotional nature. The degree of stress of each type of difficulty is determined. The analysis of personally significant feelings that arise in specialists in the course of such professional activity is presented. It is noticed that reactive feelings predominate among them. Groups of the most important personal needs is identified. These needs is predominated by the needs for psychological care and support and needs for training in resource-saving techniques. It was concluded that it is necessary to support this group of teachers in the process of their work precisely in those areas that are the most potentially stressful according to the results of the study.

Item Type: Article
Keywords: emotional stability of a teacher, inclusive education, needs, feelings, psycho-emotional influence, stress factors, difficulties, students with special educational needs
Subjects: Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology
Divisions: Institute of Pedagogical Education and Education for the Adults > Department of Psychology of Labor
Depositing User: аспірант Наталя Володимирівна Четверікова
Date Deposited: 12 Apr 2021 05:14
Last Modified: 12 Apr 2021 05:14


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