(2017) Science and education, 3, 18-22. Odessa.

Tetiana Dziuba,
PhD (Candidate of Psychological Sciences), associate professor,
Department of General, Age and Practical Psychology
Poltava National V.G. Korolenko Pedagogical University,
2, Ostrohradskoho Str., Poltava, Ukraine

IMPACT OF INTENSIVE DAILY STRESS ON TEACHER’S OCCUPATIONAL HEALTH

The paper deals with the specific parameters of the influence of intensive daily stress on teacher’s occupational health. A number of significant correlation relationships among the determined parameters are analysed. Special attention is paid to the fact that the main chronic illnesses of today arise from emotional sufferings, acute and chronic stress. On the basis of the determined relationships, the intensive daily stress is considered to be the specific feature of teacher’s work, which can result in emotional burn-out and loss of employee’s occupational health under the particular conditions. The intensive daily stress exhausts pedagogue’s adaptive resources, forming the harmful effects of professional and personal deformations (cognitive, emotional, behavioural) and negatively affecting the mood changes and professional coping-behaviour. Professional stress activates almost all human coping-strategies. However, the increase of the frequency of using passive (“escape behaviour”, “careful actions”, “acceptance”) and prosocial (“search for social support”) coping-strategies in the situation of the long-lasting intensive stress is observed. The rare use of the strategies of “healthy” active coping, intended for constructive transformation of a situation, and dominance of passive strategies lead to the professional stress with chronic character, which results in asocial behaviour, involving violation of moral norms in the situations of professional communication. The determined strategies can be treated like behavioural factors of risk of employee’s occupational health under the conditions of the long-lasting intensive stress.

intensive daily stress, occupational health, employee’s adaptive resource, coping-strategies, harmful effects of professional and personal deformations, emotional burn-out, behavioural factors of risk of employee’s occupational health.

1. Baiguzhin, P. A. (2012). Sposoby optimizatsii napriazhennosti umstvennogo truda kak faktor professionalnogo stressa (obzor) [Methods of optimization of brain work tension as a factor of occupational stress (review)]. Vestnik Cheliabinskogo gosudarstvennogo pedagogicheskogo universiteta – Bulletin of Cheliabinsk state pedagogical university, 3, 378-393. Chelyabinsk: CSPU, Retrieved from: ftp://ftp.cspu.ru/upload/archivvestnik/2012/2012_3.pdf [in Russian].
2. Vasserman, L. I., Berebin, M. A. (1997). Faktory riska psikhicheskoi dezadaptatsii u pedagogov massovykh shkol [Risk factors of teachers’ psychic disadaptation]. Saint-Petersburg: Publishing house of Psychoneurologic V. M. Bekhterev institute [in Russian].
3. Gandziuk, V. A. (2014). Analiz zakhvoriuvanosti na ishemichnu khvorobu sertsia v Ukraini [Analysis of ischemic heart disease rate in Ukraine]. Ukrainskyi kardiolohichnyi zhurnal – Ukrainian Journal of Cardiology, 3, 45-52 [in Ukrainian].
4. Dziuba, T. M. (2016). Psykhometrychnyi analiz rozrobky y aprobatsii metodyky «Ryzyky profesiinoho zdorovia» [Psychometric analysis of development and approbation of technique "Risks of occupational health"]. Visnyk KhNPU imeni H.S. Skovorody. Psykholohiia – Bulletin of KNPU named after H. S. Skovoroda, 53, 47- 56. Kharkiv: G. S. Skovoroda Kharkiv national pedagogical university [in Ukrainian].
5. Leonova, A. B., Kuznetsova, A. S. (1993). Psikhoprofilaktika stressov [Psychoprophylaxis of stress]. Moscow: Moscow university publishing house [in Russian].
6. Maliavskaia, S. I. (2010). Pediatricheskii metabolicheskii sindrom: sostoianie vysokogo riska [Pediatric metabolic syndrome: state of high risk]. Pediatriia – Pediatric, (Vol. 89), 4, 119-122 [in Russian].
7. Mitina, L. M. (2004). Psikhologiia truda i professionalnogo razvitiia uchitelia [Psychology of labor and pedagogue’s occupational development]. Moscow: Academy [in Russian].
8. Rudenskii, E. V. (1999). Sotsialno-psikhologicheskie deformatsii lichnosti uchitelia [Socio-psychological deformations of pedagogue’s identity]. Mir psikhologii – The world of psychology, 2, 169-174 [in Russian].
9. Maksymenko, S. D., Karamushka, L. M., Zaichykova, T. V. (2004). Syndrom «profesiinoho vyhorannia» ta profesiina kariera pratsivnykiv osvitnikh orhanizatsii: genderni aspekty [Syndrome of “professional burn-out” and professional carrier of educational organization employees: gender aspects]. Kyiv: Millennium [in Ukrainian].
10. Turenko, E. A. (2010). Osobennosti sovladaniia uchitelei s professionalnym stressom [Specifics of pedagogues’ coping with occupational stress]. Vestnik SanktPeterburgskogo gosudarstvennogo universiteta – Bulletin of Saint-Petersburg university, 4, 186-192 [in Russian].
11. Kharchenko, S. V. (2010). Teoretykometodolohichni zasady doslidzhennia fenomenu stresu ta pratsezdatnosti [Theoretical and methodological basics of studying of stress phenomena and work efficiency]. S.V. Kharchenko Problemy zahalnoi ta pedahohichnoi psykholohii – Problems of General and Educational Psychology (Vol. 12). Kyiv: Collection of studies of NAPS G. S. Kostyuk psychology [in Ukrainian].