engleski

Stressors and support as the determinants of teacher development potential

This study aimed to determine how teachers cope with occupational stress, who they turn to for help, what the most effective forms of help for them would be, and whether they would choose the same career again if they could. Data from 538 participants (kindergarten, lower primary and subject teachers) were collected by the self- report method, and a qualitative methodology was used to analyse the data. The results show that more than half of the participants (66.4%) often and almost always successfully deal with stress and that 76.4% of them would often and almost always choose the same job again. In stressful situations, they turn to colleagues, family and friends for help, and much less often to expert associates and principals of the institution. They consider the following to be the most effective types of support: conversation and concrete advice, training, a more competent non-teaching expert staff and principal, legislation, better working conditions, and a more appropriate social status.

effective support ; occupational stress ; teachers

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