Occupational stress and ways of coping with this phenomenon in the opinion of pedagogy students

The increasing interest of scientists in the issue of occupational stress indicates that the phenomenon is becoming more and more widespread globally. Extensive research indicates that, due to the character of stress sources that contribute to occupational burnout, employees in the sector of social services are most likely to experience the syndrome. This sector of employees includes nurses, doctors, therapists, police officers and teachers. The current socio-political situation in our country – particularly the politicization of the educational system, the radical reforms that have led to additional obligations and responsibilities, the requirement of continuous skill enhancement and professional self-improvement – undoubtedly contribute to an increasing level of dissatisfaction amongst teachers. This article is devoted to qualitative research designed to learn the opinions of Pedagogy students on stress-inducing work factors in the teaching profession as well as ways of coping with organisational stress. The results of the research indicate that respondents identify work-related stress sources as various factors related to working environment, educational reform and the socio-political situation. These factors include teachers’ low social status and inadequate pay, changes introduced by the educational reform that imposed additional tasks and obligations, and resulted in a vague occupational role for teachers and job insecurity. Further stress-inducing factors include students’ behavioural issues and challenges, and lack of motivation to learn, as well as parents’ inappropriate approach, especially their demanding attitude, antipathy and a lack of cooperation between parents and schools. Other stress factors include work overload and bureaucracy, unfavourable working conditions and obstacles to professional growth and development. As far as stress-coping strategies are concerned, future teachers propose remedial actions such as searching for information and direct efforts to solve the problem satisfactorily. Moreover, they choose strategies designed to regulate emotions and tension. The results of the research instil optimism as the Pedagogy students are able to use adaptive coping strategies in the area of relations and mutual interpersonal communication between teachers and their students, which is particularly desirable in the teaching profession. What is more, the ability to relax and relieve stress helps a person to think rationally and deliver better-quality work, which is especially important in this socially valuable profession.