Psychological features of emotional stability of teachers with different work experience

- Черкаська, Євгенія Феліксівна (orcid.org/0000-0001-8623-9052) (2023) Psychological features of emotional stability of teachers with different work experience Diploma thesis, Інститут психології імені Г.С. Костюка.

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Abstract

Cherkaska E.F. Psychological features of emotional stability of teachers with different work experience. - Qualifying scientific work on the rights of the manuscript. The dissertation on competition of a scientific degree of the doctor of philosophy in psychology on a specialty - 053 Psychology - pedagogical and age psychology. - GS Kostyuk Institute of Psychology, National Academy of Pedagogical Sciences of Ukraine, Kyiv, 2023. In the dissertation, the psychological features of the emotional stability of teachers with different work experience were realized, theoretically substantiated and experimentally studied. The research was conducted during 2018-2021 and included theoretical, ascertaining, formative and generalizing stages. At the theoretical stage, it was established that the emotional stability of the individual is an integrative property that includes in its structure emotional, volitional, and intellectual motivational components of mental activity, as well as the ability to suppress emotional reactions in order to continue work activity, which in such a state tends to decrease. Some authors consider emotional stability as "stability of emotions" and not functional resistance of a person to emotogenic conditions. Based on the analysis of the scientific literature, four main approaches to the study of emotional stability are distinguished: emotional stability, as the ability to overcome a state of emotional excitement; emotional stability, as derived from the type of strength of the nervous system, the processes of excitation and inhibition; emotional stability, as a stable emotional state and emotional reaction; emotional stability as an integrated personality property. In particular, we adhere to the views of O.A. Syrotinoy, who defines emotional stability as the ability of an individual to successfully solve complex and responsible tasks in a tense emotional situation. He emphasizes the relationship between emotional stability and the strength and mobility of the nervous system. Also, it was established that scientists have identified emotogenic factors that lead to emotional tension.In the activity of a teacher, these include: violation of interpersonal relationships, busy working day, fatigue, encountering difficult situations, cases of increased level of responsibility, expectation of failure, poor health, etc. At the ascertainment stage, in accordance with the purpose and tasks of the research, a diagnostic complex of the study of the problem of emotional stability of teachers was compiled, depending on their work experience. To process the results, three groups of teachers were selected: Group I - with work experience of up to five years, Group II - from five to ten years, Group III - more than 10 years of work experience in an educational institution. As a result of the diagnosis of the respondents according to the methods and their scales, it was established that the first group of teachers, with work experience of up to five years, is more empathetic and knowledgeable in their own and other people's emotional spheres, which speaks of the level of training of young teachers and the modern possibilities of obtaining information. Also, the 1st group of teachers are more satisfied with the working conditions, because they are focused on gaining work experience, are more interested in implementing their own ideas and do not have high expectations that would correspond to their professional activities. At the same time, this group does not have the appropriate experience, knowledge and skills that would affect the effectiveness of building interaction in the professional team and other participants of the educational process, solving difficult situations and quickly incorporating them into the work process. In particular, the II group of teachers, with work experience of five to ten years, is more knowledgeable, and the teachers of this group have learned to properly use their own experience in their professional activities. Respondents are faster at differentiating their own emotional states and managing them. Professional work experience gives more confidence and the opportunity to apply already acquired knowledge in combination with new ones, which is required by a high-quality educational process, without excessive emotional expenditure. They build communication better and solve problems with children faster. They have higher self-control and adequately assess their capabilities, wishes and expectations from the educational process. However, emotional burnout, although not yet formed in this group, is already at the stage of formation, which indicates insufficiently developed ways and methods of overcoming difficult situations.Accordingly, the 3rd group of teachers, with more than ten years of work experience, showed the worst indicators according to the results of diagnostics. That is, the combination of emotional burnout with personal qualities, which is the result of age characteristics and the weakening of opportunities for realization in the professional sphere. Taking into account the frequent changes in the educational process, which require not only the modification of the educational component, but also the emotional component, the teachers of this group are the least tuned to new requirements. They are the least aware and take into account their own and other people's emotional states, do not know how to manage them and are subject to strong emotional influence from the outside, which is quite strong, considering the number of daily stressful situations corresponding to this profession. They are no longer interested in building a good relationship with management, have higher expectations of working conditions, and believe that their work experience will be enough, which in turn helps them to keep up with other teachers. In the course of the research, a training program was developed to improve the level of emotional stability of teachers. Psychological training has a constructive effect on personality development in three directions: cognitive (receiving new information); emotional (interpretation of received information through personal meaning); conative (change, expansion of behavioral reactions due to awareness of the ineffectiveness of usual ways of behaving). The program is built on the following principles: taking into account the individual characteristics of a person; the activity principle, which determines the tactics of conducting work through the activation of the activity of each participant; the principle of taking into account the emotional coloring of the material; the principle of the complexity of methods is expressed in integrated techniques that contribute to increasing stress resistance, self-regulation, and reducing emotional stress. At the formative stage, it was established that the greatest changes occurred with teachers of the 1st group (with work experience of up to five years). The smallest influence was recorded in the III group of teachers (with more than ten years of work experience). The level of effectiveness of the developed psychological training program was determined, based on the analysis and comparison of the levels of indicators using the mathematical method of data processing. Thus, after the training work, the processes of excitation and inhibition were balanced in the teachers, the value of the mobility of the processes of the nervous system improved, which, according to the results we obtained, can play a certain protective function for emotional stability. As a result: the intensity of emotions decreased and indicators of emotional intelligence improved.Based on the processed data, it can be concluded that the created training program aimed at improving the emotional stability of teachers gave a positive result. The scientific novelty of the obtained results lies in the fact that for the first time the emotional stability of teachers of general educational institutions was investigated, taking into account their work experience, precisely in the modern conditions of the educational process. The developed program makes it possible to increase the emotional stability of teachers in educational institutions. Simultaneously with the changing requirements for teachers and teaching using new methods, the role of the teacher in the education system is changing - from a teacher-informational leader to a teacher-consultant and facilitator. The theoretical significance lies in the deepening of psychological knowledge about the emotional stability of teachers in general and depending on their work experience; elucidation of factors that directly affect the emotional sphere of teachers and factors that, according to the new working conditions, can more deeply affect the emotional stability of the teacher. Practical significance: the factors affecting the emotional stability of teachers are outlined; the psychodiagnostic toolkit for studying the emotional stability of teachers was modified; methodical recommendations and methods of influence have been prepared to increase the level of emotional stability of teachers. The results of the research can be used in the psychocorrective activities of psychologists, in educational institutions, as well as in educational institutions for the training of future teachers.

Item Type:	Thesis (Diploma)
Keywords:	emotional stability, vitality, pedagogical activity, personality, efficiency of professional activity, emotional burnout, professional crises, self-regulation, stress resistance, training.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education
Divisions:	Institute of Psychology after N.Kostiuk > Department of methodology and theory of psychology
Depositing User:	м.н.с. О.В Котух
Date Deposited:	07 Jan 2024 19:40
Last Modified:	07 Jan 2024 19:40
URI:	https://lib.iitta.gov.ua/id/eprint/738099

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