The Influence of the Professional Stress on the Communicative Qualities of Teacher’s Personality
Bibliographic Data
| ID | 12968219 |
|---|---|
| Authors | Rezeda M Khusainova (0000-0003-1185-6667, Kazan Federal University, corresponding author) |
| Year | 2015 |
| Volume | 7 |
| Issue | 4 |
| Publication date | 2015-02-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of European Studies (JOURNAL) |
| Journal identifiers | ISSN: 1918-7173 • E-ISSN: 1918-7181 |
| Publisher | Canadian Center of Science and Education (PUBLISHER) |
| DOI | 10.5539/res.v7n4p124 |
| OpenAlex | W2010699528 |
| Language | EN |
| Citations received | 4 |
| References cited | 1 |
Thematic justification of the teachers’ professional stress research is due to the fact that its prevention is a significant problem of psychological services in education. The purpose of the article is to study the interplay between professional stress and communication characteristics of teacher’s personality in the process of increasing the teaching experience. The main method of studying this issue is the ascertaining experiment. The professional stress is correlated both with communicative and emotional-personal indicators; it influences such indicators as emotional stability, sociability, courage, practicality and innovative ability of the teacher and his/her independence in the relationship. The main feature of teacher’s interpersonal communication is the predominance of conflict-free attitude, agreement in contacts with others. The indicator “the level of professional stress” appears almost throughout the teacher’s professional activity and it is backbone in two of the three intercorrelation matrixes composed according to the increase of teaching experience. The obtained results allow talking about a marked influence of professional stress on the quality of teacher’s personality. Emotional stability is regarded as one of the factors to deal with stress. Immediate practical value has a generated group of methods to diagnose the level of occupational stress objectively and quickly in terms of monitoring of professionally significant qualities of the teacher’s personality
Courage · Interpersonal communication · Pedagogy · Personality · Professional development · Quality (philosophy · Stress (linguistics · Education and Professional Development · Educational Methods and Teacher Development · Psychology · Psychology of Development and Education · Social Psychology
Success as It is Viewed by Teenagers of a Different Birth Order
Designing the “Self—Concept of Creative Self-Development” of Students during the Training Process in Pedagogics
Activation of Personal and Subjective Self-Regulation Resources in the Context of Social-Psychological Training
Psychodrama in the Training of Practical Psychologists
| Citations per year | 0.36 |
|---|---|
| Citation span | 2015 - 2015 (1) |
| Highly cited | No |