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Tatyana Kulikova1
  • 1 Tula State Lev Tolstoy Pedagogical University, 125 Lenin Ave., Tula 300026, Russian Federation

Time management as a determinant of stress resistance among the modern secondary school teachers (in Russian)

2021. Vol. 11. No. 2. P. 54–75 [issue contents]
Purpose. The article presents the results of the study of the relationship between the ability to manage the time and stress resistance of the modern teacher. The relevance of the study is determined by the fact that the professional activity of the teacher is one of the most intense included in the group of professions with large number of stress factors. Problem. On the one hand, the teacher profession, requires emotional sustainability in the process of working with children, colleagues, and parents. On the other hand, the teacher does not know how to manage its working and personal time, which often creates stressful situations and constant tension. Methods. The study involved 67 women teachers at the secondary schools of the city of Tula. The average work experience amounted to 15.64± 8.7 years, and the median experience of 17 years. The criterion for dividing teachers into two equalparts was the median experience of the experience: first group with work experience less than 17 years and second group with work experience more than 17 years. The diagnostic material used the procedure for diagnosing the state of stress by A. Prokhorov; S. Maddie’s “Residence test” (translation and adaptation by D. Leontiev and E. Rasskazova); Test “Self-assessment of stress resistance” by S. Cohen and G. Williamson; S. Kalinin’s questionnaire “Personal competence in time”; questionnaire “Self-organization of activity” by E. Mandrikova. Statistical data processing was carried out in the SPSS Statistics 27 (IBM) program. To establish the tightness of the connection between the test parameters, the Pearson correlation coefficient was used. To reduce the dimension of the original space of the signs and detection of the main factors, the method of the main component was used. Results. The correlation analysis revealed the presence of a positive connection between the following indicators studied: “competence in time”; “planned”; “dedication”; “self-organization”; “stress resistance”; “involvement”;“control”; “risk taking”; “humanity”. As a result of factor analysis, three factors were extracted: 1) theability to control the time, 2) the resistance and 3) stress resistance. The greatest differences between the groups with the experience less than 17 years and more than 17 years were detected by the factors of resistance and stress resistance (p < 0.01). On the factor of the ability to manage the time there is atendency to difference. Implications for practice. The research materials can be used in the work of the psychological service of the educational organization and promote the optimization of working hours of teachers, an increase in the effectiveness of pedagogical activities, as well as serve as a basis for developing additional education programs and advanced training programs.

Citation: Kulikova T. (2021) Vremennáya organizatsiya deyatel'nosti sovremennogo uchitelya kak determinanta ego stressoustoychivosti [Time management as a determinant of stress resistance among the modern secondary school teachers]. Organizacionnaâ psihologiâ (Organizational Psychology), vol. 11, no 2, pp. 54-75 (in Russian)
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