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The importance of studying the conditions of teachers’ mental health care is explained by the growing number of work-related diseases, as well as the number of nervous breakdowns and inadequate reactions of teachers. It is known that instability of life, social and psychological changes lately occurring in society in various spheres of activity act as the leading factors of emotional tension. The high rate of activity, the expansion of the range of professional tasks and requirements lead to the fact that the increasing number of teachers of different ages, gender, social status are subject to emotional and psychological stress, which leads to illnesses, exhaustion, psychosomatic disorders. To diagnose the emotional state of teachers, the researchers used the following methods and techniques: Methodology ‘Assessment of Occupational Stress’ by Weisman (1992); a technique for diagnosing the state of stress offered by Prokhorov (2017); a technique for diagnosing self-esteem of mental states by Eysenck (1985); multi-level personal questionnaire ‘Adaptiveness’ suggested by Maklakov and Chermyanin (2001); a variety of mathematical and statistical methods (among which are the criterion for estimating the normality of distribution, Kruskal-Wallis H-criterion, Wilcoxon T-test). The research involved 60 teachers working in general education organizations (20 of whom work in the sphere of primary education, 20 more work for the general education schools and 20 work in the sphere of secondary general education). The average age of the research participants is 32.1; the average duration of working experience is 4.1 years. |
