Structural and dynamic specifics of a teacher’s coping behavior

Abstract

Introduction. In the process of implementing pedagogical activities, a teacher must use a whole system of coping strategies in order to be successful in the implementation of his/her activities, maintain psychological health and find a resource for continuing pedagogical activities. The research purpose is to determine the structural and dynamic specifics of a teacher’s coping behavior. Methods. The study sample consisted of representatives of the teaching staff of educational institutions of the city of Yaroslavl (Russian Federation). The study involved 110 people. To achieve the objectives, the following methods were used: Social Self-Control Scale Questionnaire by M. Snyder, Emotional Stability/Instability (Neuroticism) Scale Questionnaire by H. Eysenck, Situational Anxiety Scale Questionnaire by Ch.D. Spielberger (adapted by Yu.L. Khanin) and Coping Strategies Questionnaire by R. Lazarus (adapted by T.L. Kryukova). Statistical data processing methods were as follows: statistical criteria (Kolmogorov-Smirnov, Kruskal-Wallace), Spearman’s rank correlation test, express chi-squared test by A.V. Karpov. Results. The research results made it possible to reveal that in the process of pedagogical activities, among coping behavior strategies, such strategies as “Distancing” (H=8.136, p≤0.05), “Avoidance” (H=5.091, p≤0.05) and “Positive Reassessment” (H=7.762, p≤0.05) undergo absolute changes. The greatest changes are noted in “Distancing”: the maximum values at the beginning of pedagogical activities, a sharp decrease at the second stage of professionalization and stabilization – at the third stage. Differences were established in the individual measure of severity of situational anxiety values in the process of professionalization (H=19.154, p≤0.001), while neuroticism and social self-control remain unchanged. In addition, neuroticism affects “Avoidance” (F=5.892, p≤0.05) at the second stage of professionalization, while at the third stage it affects “Taking Responsibility” (F=3.742, p≤0.05). Conclusion. In the process of professional development, a coping system is restructured. The specificity of the structure and dynamics of a teacher’s coping behavior system is revealed, which allows a deeper understanding of the genesis and transformation of resources, as well as the coping behavior system in the context of professional pedagogical activities.