| Abstract [eng] |
Thesis includes theoretical analysis of stress coping strategies according to the opinion of teachers. Two hypotheses were introduced: it is likely that social pedagogues face stressfull situations at work more often than teachers. It is likely that in most cases the respondents use problem- focused stress coping strategy. The research was made using the method of questionaire survey. The purpose of research – to reveal stress coping strategies from the perspective of teachers’ opinion. During the research statistical factor, student’s t-test and chi-squared tests were analysed. 101 social pedagogue and 377 teachers participated in the research. Empirical part analyses differences between stresfull situations experienced by social pedagogues and teachers, their stress coping strategies. The main conclusions of the empirical research: 1.The empirical analysis of results of the research shows that female teachers communicate with parents of schoolchildren more often then mail teachers. Respondents with a lesser work experience more often face the indifference of colleagues and more often communicate with the parents of schoolchildren than their more experienced peers. Middle aged respondents face anger and agression most often, whereas younger teachers face insulting. All teachers working in educational institutions situated in towns more often face threats and insults then teachers working in educational institutions situated in villages or boroughs. 2.The analysis of stress coping strategies allowed to determine that all respondents of the research prefer to use problem-focused stress coping strategy in coping with day-to-day stress at work. The comparison of mixed sample of CISS questionaire with the results of reasearch in Lithuania revealed that respondents in Lithuania seldom choose emotion-focused stress coping strategies than respondents that participated in researches conducted in Canada or Russia. The results of research on problem-focused stress coping strategy (PFC) and avoidance-focused stress coping strategie (AFC) do not diverge from the norms established in CISS questionaire. 3.The hypothesis that social pedagogues face stressfull situations at work more often than teachers was confirmed. Most often the respondents use problem-focused stress coping strategy. |
