Research of Teachers’ Occupational Health by Means of Digital

Technologies

Halyna M. Meshko

1 a

, Oleksandr I. Meshko

1 b

, Iryna M. Trubavina

2 c

, Nadia M. Drobyk

1 d

Vasil V. Grubinko

1 e

, Nadiia I. Bilyk

3 f

and Nataliia V. Habrusieva

4 g

Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 Maksyma Kryvonosa Str., Ternopil, 46001, Ukraine

National Academy of the National Guard of Ukraine, 3 Zakhysnykiv Ukrainy Sq., Kharkiv, 61001, Ukraine

M. V. Ostrogradsky Poltava Regional Institute of In-Service Teacher Training, 64 Sobornosti Str., Poltava, 36014, Ukraine

Ternopil Ivan Puluj National Technical University, 56 Ruska Str., Ternopil, 46001, Ukraine

Keywords:

Teachers, Teacher’s Health, Occupational Health, Stress Resistance, Pedagogic Consulting, Digital Technolo-

gies.

Abstract:

The article is devoted to the problem of studying the teachers’ state of occupational health and ﬁnding ways

of its preservation and strengthening under the conditions of quarantine, caused by a coronavirus infection. To

study the general state of teachers’ occupational health, we used Google Forms questionnaire, which had been

developed by the authors of the research. The questionnaire included deﬁning the characteristics of teachers’

motivation to engage in healthy activities, the study of the internal picture of occupational health, and their

emotional well-being at school before and during the quarantine. The focus of the research was the analysis of

the main psychological indicators of occupational health (emotional well-being, occupational stress resistance,

satisfaction from teaching), considering the length of working in a school, type of school, gender. The results

of the study of teachers’ occupational health and its comprehensive analysis served as the basis for determining

the content and form of providing them with consulting services. The study presents functions, directions, and

the program of the Center of Pedagogical Consulting to preserve and strengthen teachers’ occupational health,

identify the opportunities to use digital technologies in the implementing of pedagogical consulting under

quarantine restrictions, associated with the COVID-19 pandemic.

1 INTRODUCTION

Occupational health of a teacher is an important fac-

tor in the success of pedagogical activities, their cre-

ative self-realization, and safe constructive interaction

in the educational process. The state of health of stu-

dents also largely depends on the state of teachers’ oc-

cupational health. Psychogenic maladaptation, didac-

togenia, psychosomatic disorders of students’ health

are very often the result of poor occupational teach-

ers’ health. And without a proper culture of occu-

https://orcid.org/0000-0002-3168-3954

https://orcid.org/0000-0003-4463-7073

https://orcid.org/0000-0003-1057-430X

https://orcid.org/0000-0002-8927-8687

https://orcid.org/0000-0002-4057-9374

https://orcid.org/0000-0003-2344-5347

https://orcid.org/0000-0003-1229-4766

pational health, teacher will not be able to form a

culture of health of their students. Need to improve

the quality of education, reformation of general sec-

ondary education, implementation of the concept of

the New Ukrainian School, the concept of develop-

ment of pedagogical education in Ukraine, digitaliza-

tion of education increase the burden on teachers, at

the same time set new tasks for a teacher. New work-

ing conditions during distance and blended learning

due to a pandemic (Bobyliev and Vihrova, 2021), in-

sufﬁcient skills in organizing distance learning using

modern digital technologies add up to this. These

problems are stressors that negatively affect teachers,

worsen their psychological well-being, and occupa-

tional health (Velykodna and Frankova, 2021).

Occupational health of a particular teacher de-

pends on their attitude towards it. It has been proven

that teacher’s awareness of the value of occupational

health ensures the formation of their believes about

544

Meshko, H., Meshko, O., Trubavina, I., Drobyk, N., Grubinko, V., Bilyk, N. and Habrusieva, N.

Research of Teachers’ Occupational Health by Means of Digital Technologies.

DOI: 10.5220/0010933800003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 544-559

ISBN: 978-989-758-558-6

the need to purposefully preserve and strengthen their

own health through adherence to the principles of a

healthy lifestyle (Meshko and Meshko, 2019). Irre-

sponsible treatment of one’s health leads to its deteri-

oration, emotional exhaustion, reduced efﬁciency and

accelerates occupational aging. An important condi-

tion for ensuring occupational health of a teacher is a

high level of motivation to carry out healthy activities,

emotional hardening of the body, prevention of exces-

sive stress (distress). Therefore, teachers must have

reasonable strategies for occupational health. Such

aspects have not yet been properly reﬂected in the

psychological and pedagogical literature and are in-

sufﬁciently studied. Today we need to study preven-

tive measures, ways to preserve and strengthen oc-

cupational health of teachers and increase the level

of their stress resistance. This is especially true at

the time when “the world is experiencing an unprece-

dented global health crisis – COVID-19 is spread-

ing human suffering, destabilizing the global econ-

omy and radically changing lives of billions of people

around the world” (UN, 2020a). Quarantine measures

due to coronavirus infection cause deterioration in the

mental health of people, including teachers, increas-

ing the level of their anxiety. If the coronavirus affects

the human psyche, the matter is not only in the mani-

festations of disease but in the atmosphere of anxiety

created by the pandemic. To date, there is no accurate

ofﬁcial data on the number of people suffering from

various types of situational depressive disorders.

According to Bondar (Bondar, 2020), during the

pandemic, about 80% of adult Ukrainians suffer from

depressive disorders. Therefore, today the attention of

world organizations is focused on the mental health

of children and adults during the pandemic and the

mass forced use of distance learning technologies in

the context of ensuring both the right to education and

the right to health (UN, 2020b). World Health Orga-

nization, together with partners, provides instructions

and guidance to people on maintaining mental health

during the COVID-19 pandemic.

All this raises the issue of psychological assis-

tance to teachers, preventive and psycho-corrective

measures to preserve and strengthen occupational

health remotely, support their personal and profes-

sional growth. To address the outlined issues, it is

important to monitor the state of occupational health

of teachers, study the features of their internal pic-

ture of occupational health, the requests of teachers in

the context of healthy activities. These data and their

thorough analysis are necessary to determine the con-

tent and form of consulting services, develop a sys-

tem of training sessions, workshops for personal and

professional growth of teachers, increase their stress

resistance, master smart strategies for occupational

health.

In today’s COVID-19 environment, it is important

and necessary to use digital technologies that allow

both teacher’s occupational health to be monitored re-

motely and to help restore, preserve, and strengthen it.

Therefore, the purpose of the study is to examine the

state of teachers’ occupational health, the features of

their internal picture of occupational health by digi-

tal technology to determine the content and form of

providing them with consulting services.

2 METHODS

In the research, occupational health is interpreted as

an integral characteristic of the functional state of the

body, the global mental state of the individual, which

is characterized by dynamic harmony of internal ex-

periences and related efﬁciency and success of teach-

ing, the ability to resist negative factors accompany-

ing this activity.

The study is based on the principles of orthobio-

sis of the individual, which means a person’s men-

tal health, a healthy lifestyle. A healthy, intelligent

lifestyle is the self-organization of an individual’s life

on the principles of ecology, optimism, and positive

activity (Makarova and Gakh, 2005, p. 93).

In the study, we focused on maintaining and

strengthening mental health of a teacher, because it

is a system-forming component of health and all its

aspects. Mental health reﬂects the state of the intel-

lectual and emotional sphere of teacher, his general

mental comfort and provides an adequate behavioral

response. Mental health lays the foundation for its

higher-level - psychological health, which is the abil-

ity to fully develop, to be the subject of their own

lives. Psychological health is associated with resis-

tance to stress, harmony, and spirituality of the indi-

vidual makes the individual self-sufﬁcient. Its core

is the subjectivity of the individual, characterized by

an understanding of himself and others, the ability to

set life priorities, direct activity responding their own

needs and interests, conscious and a responsible atti-

tude to their lives and future.

The study is based on the statements of psycho-

somatics (Malkina-Pykh, 2005) and psychoenerget-

ics (Boyko, 2008) that by caring about one’s mental

health, one is concerned about one’s physical health,

solving psychological problems and getting rid of

many physical ailments, achieving emotional well-

being, and creating a good mood – and improves

physical well-being.

The crucial role in maintaining and strengthening

Research of Teachers’ Occupational Health by Means of Digital Technologies

545

health belongs to the person himself, his way of life,

values, attitudes, and subjective attitude to his own

health (Batsyleva et al., 2018, p. 39). In scientiﬁc lit-

erature, the terms “subjective concept of health” and

“internal picture of health” are used to characterize

the subjective attitude to one’s own health. The con-

cept of “perception of health” dominates in the scien-

tiﬁc literature.

In the context of our study, the concept of the sub-

jective concept of health is important for a compre-

hensive description of a person’s perception of their

health. This concept covers the types of attitudes to-

wards health, assessment of the condition, and efforts

aimed at its preservation, strengthening development,

and implementation (Savchyn, 2019, p. 190). The at-

titude to occupational health is manifested in the ac-

tions and deeds of teachers, their experiences, and

judgments about the factors that affect their physi-

cal and psychological well-being. Attitudes towards

occupational health can be conscious or unconscious,

responsible or irresponsible, adequate or inadequate,

value-based. Savchyn (Savchyn, 2019) singles out

the following strategies of a person’s attitude to his

health: 1) the strategy of constant subjective and ob-

jective control of the state of health; 2) health strategy;

3) strategy for strengthening and developing health;

4) strategy of timely full-ﬂedged rehabilitation and

restoration of health; 5) strategy for implementation,

use and testing of health; 6) strategy of pathologi-

cal attitude to health (Savchyn, 2019, pp. 144-145).

These strategies concern not only general health of a

person, its individual components, but also occupa-

tional health.

In health psychology, the internal picture of health

is interpreted as a special attitude of an individual

to their health, which is expressed in the awareness

of its value and active-positive efforts to improve it

(Nikiforov, 2006, p. 437). Ananyev (Ananyev, 1998)

deﬁned the internal picture of occupational health as

self-awareness and self-knowledge of a person him-

self/herself in terms of health. The internal picture of

occupational health reﬂects the individual’s percep-

tion of health in general and their own health in par-

ticular. These concepts are interrelated.

An effective way to protect against occupational

stress is to increase the level of occupational stress

resistance of teachers, which determines the abil-

ity to withstand stress, negative factors of pedagog-

ical activities, stressful situations, overcome occupa-

tional difﬁculties without harm to health and activi-

ties, ﬁnd their own resources in difﬁcult conditions

(Meshko and Meshko, 2019, p. 60). Increasing the

level of occupational stress resistance of a teacher

is associated with the search for resources that help

them overcome the negative effects of stressful situa-

tions. The effectiveness of counteracting occupational

stress is determined by several personal characteris-

tics, among them a decisive role belongs to the mo-

tivational sphere of teaching. From the perspective

of our study, it is important to say that active cop-

ing with stressful situations in combination with the

positive use of social contacts increases the stress re-

sistance of a teacher (Nikiforov, 2006, p. 231). In-

creasing the stress resistance of teachers contributes

to mastering the skills of constructive conﬂict resolu-

tion; formation of stress protection strategy; learning

methods and techniques of self-regulation; formation

of sanogenic thinking.

One of the main conditions for the formation

of psychological stability is autopsychological com-

petence, which is manifested in high mobilization,

readiness, and ability to maximize volitional stress,

the ability to actively suppress negative emotions,

maintain self-control and endurance in any situation

(Stepnova, 2017, p. 117). Autopsychological compe-

tence is a personal neoplasm that triggers the mech-

anisms of self-regulation, self-control, etc. The de-

velopment of autopsychological competence makes

it possible to actively inﬂuence functional states and

thus increase the ability to withstand stress and im-

prove performance. Therefore, a necessary pre-

requisite for maintaining and strengthening occu-

pational health is the development of the autopsy-

chological competence of a teacher, the focus on

self-development, personal and professional growth.

These occupational health provisions became the sub-

stantive basis for the study.

The Digital Competence Framework for Educa-

tors (DigCompEdu), which covers 22 digital compe-

tencies, served as a methodological guideline for or-

ganizing and conducting research using digital tech-

nologies (Brolpito, 2018). These competencies are

the basis for the organization of distance education

with distance learning technologies. Besides, in the

study, we relied on the guidelines of the Ministry

of Education and Science of Ukraine on the orga-

nization of distance learning and the use of digi-

tal technologies in educational institutions (thedigi-

tal.gov.ua, 2020; mon-covid19.info, 2020; Vuorikari

et al., 2016), took into account international expe-

rience on this issue in the EU (www.osvita.org.ua,

2020).

The analysis of normative documents (MON,

2021, 2013; Sakalo, 2020; uiite.kpi.ua, 2000) gives

grounds to claim that digital technologies of distance

education can be used to improve the skills of teach-

ers, provide them with educational services and psy-

chological support. These technologies are already

AET 2020 - Symposium on Advances in Educational Technology

546

in use both in the European and Ukrainian universi-

ties to provide psychological support to teachers and

improve their skills in the application of these tech-

nologies in distance education. There is also the prac-

tice of using team building by teachers, school coun-

selors, social workers, psychologists to improve the

well-being of students through socio-emotional learn-

ing (SEL), which is possible through the training of

teams of specialists in schools, counseling and spe-

cial events for them (Balch et al., 2021).

As far as the main psychological indicators of

teachers’ occupational health are emotional well-

being, occupational stress resistance, and satisfaction

with teaching, they have been the focus of our re-

search. The research used a questionnaire developed

by us to study general state of occupational health

of teachers, as well as observations and conversa-

tions with teachers (novpoltava, 2020). The survey

revealed the degree of awareness of teachers’ occu-

pational health, the depth, and characteristics of their

motivation to carry out health activities, the study of

the internal picture of occupational health, as well

as the state of their emotional well-being at school.

The survey was conducted using a questionnaire via

Google Forms. Teachers from Ternopil, Poltava and

Kharkiv regions (Ukraine) took part in the survey

anonymously and voluntarily.

The questionnaire, developed by us, contains 12

questions, which provides answers to each of them

in two aspects – before quarantine and during the

quarantine. The ﬁrst question is aimed at teachers’

self-assessment of their general health; the second is

to identify the peculiarities of the attitude to one’s

health; third, ﬁnding out how educators address health

issues. The second block of the questionnaire covers

4 questions, which are aimed at identifying the fol-

lowing aspects: 1) what emotional state (mood) pre-

vails among teachers at school; 2) whether they feel

psycho-emotional stress at school; 3) how easy it is

for them to control their emotions, to control them-

selves in situations of professional interaction, includ-

ing during distance learning; 4) whether teachers have

techniques for relieving emotional stress. The follow-

ing block of questions of the questionnaire is aimed

at ﬁnding out: 1) whether teachers have the oppor-

tunity to receive timely psychological assistance in

solving their personal problems; 2) whether the state

of their health affects the productivity of professional

activity; 3) whether they are satisﬁed with their pro-

fessional activity; 4) whether teachers need psycho-

logical help to maintain and strengthen occupational

health. This section of the questionnaire provides

questions for tracking the relationship between teach-

ers’ well-being and distance learning, identifying the

impact of the use of digital technology on the psycho-

logical well-being and occupational health of teach-

ers.

The survey let us make the identiﬁcation of gender

differences in occupational health of teachers, differ-

ences in the health of teachers with different lengths

of service, as well as teachers of rural and urban

schools, which is also important for determining the

content of consulting services, the content of correc-

tional and preventive programs under the conditions

of activity of the Center of pedagogical consulting,

and under the conditions of quarantine.

3 RESULTS

322 teachers took part in the survey, in particular, 202

teachers (62.7%) of urban schools and 120 (37.3%) of

rural schools. 90% of respondents are women, 10%

are men. Experience of 20 surveyed teachers (6.2%)

up to 3 years; 52 (16.2%) – from 3 to 10 years; 114

(35.4%) – 10–20 years; the rest – 136 (42.2%) have

been working at school for more than 20 years.

The results of the study allow us to characterize

general state of teachers’ occupational health. We de-

termine some indicators of teachers’ health. It is pos-

sible to trace the attitudes of teachers to their health

and to analyze the dynamics of basic psychological

indicators of teachers’ occupational health (emotional

well-being, occupational stress, occupational satisfac-

tion), taking into account gender, type of school, and

work experience.

When answering the ﬁrst question of the question-

naire “Assess general state of your health”, the ma-

jority of teachers (50.7%) chose the answer “good”.

The “excellent” option was chosen by 25.4% of re-

spondents; 18.3% of teachers chose the “satisfactory”

option; 5.6% of teachers rated their health as unsat-

isfactory. Teachers assessed their health during the

quarantine in a slightly different way. The num-

ber of teachers who assessed their health as satis-

factory increased 2.5 times (to 45.6%). Quarantine

has greatly inﬂuenced teachers’ assessment of their

own health. This can be explained both by the inﬂu-

ence of distance learning and by increasing the level

of anxiety during the quarantine, the disease of some

teachers on COVID-19. Researchers have found that

COVID-19 can affect patients’ mental health. Patients

who have relapsed with COVID-19 are more likely

to suffer from a post-traumatic stress disorder and

obsessive-compulsive disorder. In addition, patients

with coronavirus are more likely to experience symp-

toms such as anxiety and insomnia (new-s.com.ua,

2020; NAMSU, 2020). A comparative analysis of the

Research of Teachers’ Occupational Health by Means of Digital Technologies

547

indicators of the state of occupational teachers’ health

in urban and rural schools revealed differences in their

assessment of their own health (ﬁgure 1, 2).

In particular, teachers of rural schools rated their

health before the quarantine higher (the option “ex-

cellent” and “good” was recorded in 81.3% of re-

sponses. For teachers of urban schools, this percent-

age is 73.1%. During the quarantine, these ﬁgures

decreased by 23% of teachers in rural schools and

28.3% – in urban schools.

The quarantine has made more changes in

women’s teachers’ assessment of their own health.

In particular, the number of female teachers who

rated their health as “excellent” decreased by 17.5%,

and the number of women who rated their health as

“good” decreased by 9.5%. It is worth pointing that a

signiﬁcant part of male teachers assessed their health

as “unsatisfactory” (18.8% before the quarantine and

16.7% during the quarantine), and as “satisfactory”

(12.5% before the quarantine and 41.7% after the

quarantine).

The study revealed differences in the health status

of teachers with different teaching experience. It has

been found that the longer the teaching experience,

the worse occupational health of teachers. In partic-

ular, the deterioration of health indicators is observed

in those whose work experience in school exceeds 10

years, a sharp deterioration – after 20 years of school-

work. A negative state of quarantine was recorded in

10.2% of teachers with more than 20 years of experi-

ence.

Teachers’ answers to the second question of the

questionnaire “How do you feel about your health?”

allowed us to determine trends in the change of teach-

ers’ attitudes to their health during the quarantine.

The percentage of teachers who chose the answer

“my health worries me on a case-by-case basis (ill-

ness, preventive examination, medical commission,

etc.)” has tripled. The number of educators who are

concerned about their health even when they are feel-

ing well has increased. During the quarantine, signif-

icantly more respondents (49.7%) (before the quaran-

tine – 35.4%) strive to maintain their own health at

the appropriate level. This indicates both greater at-

tention to their health and increased levels of anxiety

during the pandemic, which only forced teachers to

pay attention to their health. A prolonged pandemic

can help shape the need and develop the habit of tak-

ing care of their health under any circumstances.

To identify the speciﬁcs of healthy activities, the

questionnaire provides the question “How do you

solve your health problems?”. The results of the sur-

vey show that before the quarantine, 32.9% of teach-

ers solved their health problems on their own, and

61.5% of respondents sought medical help. During

quarantine, the number of respondents seeking medi-

cal help increased to 87.1%. They are driven by fear

of coronavirus infection, the severity of the disease,

and the complexity of its treatment, the possibility of

health complications.

The results of the study give grounds to state the

strengthening of negative trends in the psychological

well-being of teachers during the quarantine. Respon-

dents’ answers to the questionnaire “What emotional

state (mood) prevails in school?” (ﬁgure 3, 4).

Before the quarantine, only 4.5% of school teach-

ers had an unstable, often negative mood. Respon-

dents with a depressive, negative attitude to the quar-

antine were not identiﬁed, while 6.7% of surveyed

teachers during the quarantine at school are domi-

nated by a negative, depressive state. It is worth not-

ing that 24% of teachers believe that during the quar-

antine they are in school with a predominance of un-

stable, often negative mood. The number of teachers

who assessed their mood as stable, positive, and ener-

getic signiﬁcantly decreased (from 66.2% to 21.8%)

during the quarantine. Before the quarantine, both

urban and rural school teachers were dominated by

a positive mood (the total response rate was “stable,

positive, vigorous” and “unstable, often positive” –

95.2% and 95.5%, respectively). Somewhat differ-

ent results were found during quarantine: the depres-

sive, negative mood was found in 31.1% of urban

teachers and 30.1% of rural school teachers. The

use of digital technologies has a more negative effect

on the well-being of most teachers in rural schools,

both in the quarantine and after it. During the quar-

antine, psychological well-being deteriorated signiﬁ-

cantly for teachers of all ages, the largest share among

teachers with up to three years of experience (10% are

in a negatively depressive state, 20% – in an unsta-

ble, often negative state) and with more than 20 years

of experience (6% are in a negative, depressive state,

33.3% – unstable, often negative state). During the

quarantine, negative tendencies in the emotional state

of both male and female teachers intensify. There-

fore, prevention of negative attitudes and special work

on psychological support of teachers is needed. In

this context, the presence in Ukraine of the com-

munity “Psychological Support”, which arose during

the pandemic and operates in the Viber messenger

within the “Coronavirus info”. But today, this prac-

tice of support, as our study shows, is not enough for

teachers as representatives of a very stressful profes-

sion. Teachers note the presence of disorders in their

own emotional sphere (tension, difﬁculties in man-

aging their emotions). Previously acquired knowl-

edge and skills of self-regulation of emotional states

AET 2020 - Symposium on Advances in Educational Technology

548

Figure 1: The indicators of the state of occupational teachers’ health before quarantine.

Figure 2: The indicators of the state of occupational teachers’ health during quarantine.

in the current pandemic was not enough. So, psycho-

emotional stress from work at school before the quar-

antine (5.8% of respondents chose the answer “yes”;

more than tripled (up to 18.6%) the number of such

teachers during quarantine). The number of respon-

dents (from 21.2% before the quarantine to 46.9%

during the quarantine) who chose the answer “rather

“yes” than “no” to the questionnaire “Do you feel

psycho-emotional stress from working in school?”.

Teachers also noted problems in managing their

emotions, self-regulation in the situations of profes-

sional interaction, in particular, during distance learn-

ing. The number of respondents signiﬁcantly in-

creased (by 34.2%), who answered the questionnaire

“How easy is it for you to control your emotions in

situations of professional interaction, including dur-

ing distance learning?” chose the answer “I encounter

some difﬁculties” in managing emotions, self-control;

the number of those who chose the answer “difﬁcult,

I encounter signiﬁcant difﬁculties” increased by 8%.

In the context of providing counseling help, deter-

mining the content of consulting services, teachers’

answers to the questionnaire “Do you know how to

relieve emotional stress?” (ﬁgure 5, 6).

During the quarantine, the total number of teach-

ers who gave an afﬁrmative answer to this question

decreased from 34.5% to 13.3%. During the quaran-

tine, the indicators of rural school teachers deterio-

Research of Teachers’ Occupational Health by Means of Digital Technologies

549

Figure 3: Respondents’ answers to the questionnaire “What emotional state (mood) prevails in school?” before quarantine.

Figure 4: Respondents’ answers to the questionnaire “What emotional state (mood) prevails in school?” during quarantine.

rated even more (from 44.2% to 29.5% the number

of respondents decreased, who have techniques for

self-regulation of emotional state). The answers of

female and male teachers to this question can be inter-

preted ambiguously: during the quarantine, the num-

ber of female teachers who have techniques for reliev-

ing emotional stress has signiﬁcantly decreased (from

37.5% to 13.7%). Both before the quarantine and dur-

ing the quarantine, we recorded the same number of

male teachers who have techniques for relieving emo-

tional stress, (15.38%). The share of such teachers,

who chose the answer “yes” rather than “no” during

quarantine, decreased by 8%). Before the quarantine,

every fourth teacher with up to three years of working

experience did not have the techniques to relieve emo-

tional stress. During the quarantine, the most prob-

lems in mastering the techniques of self-regulation

were found with teachers who have up to ten years

of experience – such as 27.3%. 45.5% of teachers

chose the answer “no” sooner than “yes” with work

experience of up to three years experience, 36.7% –

work experience of 10–20 years, 28.8% – work expe-

rience of over 20 years. Increasing emotional stress

during a pandemic is caused not only by the coron-

AET 2020 - Symposium on Advances in Educational Technology

550

Figure 5: Respondents’ answers to the questionnaire “Do you know how to relieve emotional stress?”.

Figure 6: Respondents’ answers to the questionnaire “Do you know how to relieve emotional stress?” during quarantine.

avirus pandemic, but also by the new working condi-

tions of teachers in the distance and blended learning,

the need to master digital technologies in a short time,

and unwillingness to act in changed conditions.

Not all teachers have the opportunity to receive

timely psychological assistance (ﬁgure 7, 8).

Answering the question of the questionnaire “Do

you have the opportunity to receive timely psycho-

logical assistance in solving personal and professional

problems?”, 9.4% of teachers chose the option “no”,

and 39.8% – “rather no than yes”.

During the quarantine, the emphasis shifted some-

what: the number of respondents who have the oppor-

tunity to receive psychological assistance decreased.

Interestingly, teachers of urban (52.5%) and rural

schools (44%) both before quarantine and during the

quarantine are not able to receive psychological assis-

tance in solving personal and professional problems.

The explanation for this is: many teachers of rural

schools are looking for other ways to solve personal

and professional problems, more stress-resistant, they

have formed a position of “self-psychotherapist”.

This was evidenced by the results of interviews with

teachers and the observation of their professional ac-

Research of Teachers’ Occupational Health by Means of Digital Technologies

551

Figure 7: Respondents’ answers to the questionnaire “Do you have the opportunity to receive timely psychological assis-

tance?” before quarantine.

Figure 8: Respondents’ answers to the questionnaire “Do you have the opportunity to receive timely psychological assis-

tance?” during quarantine.

tivities. The presented results will encourage the shift

of emphasis in consulting activities, the deﬁnition of

its new facets (aspects). During the quarantine, more

psychological help is needed, but female teachers are

not able to receive it (their number increased from

8.9% to 23.9%). The same applies to teachers whose

school experience is from 3 to 10 years (23.5% of re-

spondents). Among the surveyed teachers who work

at school for up to three years, there are no those who

are not able to receive the quarantine for psycholog-

ical assistance; during the quarantine, their share in-

creased to 40%. This indicates an increasing need for

psychological help and professional counseling.The

school psychological service does not pay enough at-

tention to maintaining and strengthening the profes-

sional health of teachers. Its focus is on working with

students and their psychological support in the edu-

cational process. A special center for professional

psychological and pedagogical support for teachers is

needed.

Analysis of the answers to the following question

of the questionnaire “Does the use of digital technolo-

AET 2020 - Symposium on Advances in Educational Technology

552

gies in the learning process affect your psychological

well-being and health” revealed the following: dur-

ing the quarantine, the number of teachers increased

(from 19.5% to 49.3%) almost three times who esti-

mate their psychological well-being more negatively

than positively affected by the use of digital technolo-

gies in the learning process. Both before and after

the quarantine, the use of digital technologies has a

more negative effect on the well-being of rural school

teachers. This is because of the unwillingness of

many teachers to distance and blended learning, the

uncertainty of requirements, low digital competence

of some teachers, lack of access to quality Internet.

In this context, the course, “Effective Google solu-

tions for Education for cloud interaction”, developed

by Google Ukraine with the support of the Ministry

of Education and Science of Ukraine for teachers of

general secondary education, is relevant (MON, 2020;

Academy of Digital Development, 2020).

The state of health, according to many teachers,

hinders their productive professional activity: the an-

swer “yes” was chosen by 13.4% of teachers; “rather

“yes” than “no” – 17.5%; “Rather “no” than “yes” –

32.5%); “no” – 36.5%). During the quarantine, these

indicators did not change for the better, in particu-

lar, the number of teachers whose health hinders pro-

ductive professional activity increased by 2.2%; by

14.2% – the number of respondents whose health

mostly hinders productive teaching (answer option

“rather yes, than no”). This means that the limita-

tions of quarantine and the new burdens caused by it

affect the way of life that previously allowed teachers

to work productively. Lack of training, closure of ﬁt-

ness clubs, restrictions on health and recreation, the

prohibition of mass events, sports events, lack of new

positive experiences, etc. affect the health of teachers,

their satisfaction with their professional activities. We

need a new model of life during a pandemic, which

would help us learn the new rules of a healthy (smart)

lifestyle.

The results of teachers’ answers to the question-

naire “Are you satisﬁed with your professional activ-

ity?” are extremely important (ﬁgure 9, 10).

During the quarantine, the number of respondents

satisﬁed with their professional activities decreased

from 78% to 26.4%; the number of those who are par-

tially satisﬁed increased from 21.2% to 68.1%, and

those who were dissatisﬁed with professional activ-

ity – from 0.8% to 5.6%. Those who are dissatis-

ﬁed with professional activities and partially dissatis-

ﬁed with pedagogical activities in this category were

not identiﬁed for the quarantine among teachers of

urban schools – 22.5%. Among rural school teach-

ers, – 1.9% were dissatisﬁed with their professional

activities, and 19.2% – chose the “partially satisﬁed”

answer. During the quarantine, the number of ru-

ral teachers increased almost fourfold, and the num-

ber of urban school teachers who were completely or

partially dissatisﬁed with their professional activities

tripled. This situation can be explained by the uncer-

tainty and complexity of a teacher in the quarantine,

unwillingness to use digital technology in the educa-

tional process, and distance and blended learning. It

is worth noting that the number of dissatisﬁed with

professional activities to the quarantine was found

much higher among male teachers than among female

teachers, namely: 41.7% chose the option “partially

dissatisﬁed” with quarantine, and during the quaran-

tine from 0% to 15.4% increased the number of male

teachers who are dissatisﬁed with the teaching. Dur-

ing the quarantine, the number of female teachers who

are dissatisﬁed or partially dissatisﬁed with their pro-

fessional activities increased (a total of 74.5%). Neg-

ative tendencies in the satisfaction with professional

activity of teachers of different age categories dur-

ing the quarantine are revealed: before the quarantine,

teachers who are dissatisﬁed with pedagogical activ-

ity are not revealed; after the quarantine, their share

is – 10% (work experience up to 3 years), 50% (work

experience – 3–10 years), 31.1% (work experience –

10–20 years), 17.5% (work experience – more than

20 years).

During the quarantine, the number of teachers

who need psychological help in terms of maintaining

and strengthening occupational health has increased

(ﬁgure 11, 12).

The answer “yes” before the quarantine was cho-

sen by 3.1%, after the quarantine - 11.2% of respon-

dents, the answer “yes” or “no” before the quarantine

was chosen by 12.2% after the quarantine – 28.7% of

respondents. Before the quarantine, 12.8% of female

teachers and 21.4% of the male teachers needed assis-

tance in terms of healthcare. Somewhat different indi-

cators were found during quarantine: 42% of female

teachers and 25% of male teachers need such psycho-

logical help. A signiﬁcant percentage of teachers with

different teaching experience who gave an afﬁrmative

answer to the question of the need for psychological

assistance in maintaining occupational health: 50%

(work experience up to 3 years), 38% (work expe-

rience from 3 to 10 years), 26.6% (work experience

from 10 to 20 years), 46% (work experience more

than 20 years). It is much more difﬁcult for rural

teachers to get direct, immediate psychological help,

digital technologies can be useful here. In this per-

spective, a large ﬁeld of activity of the Center of Peda-

gogical Consulting, whose activities should be aimed

at identifying teachers’ occupational health problems

Research of Teachers’ Occupational Health by Means of Digital Technologies

553

Figure 9: Respondents’ answers to the questionnaire “Are you satisﬁed with your professional activity?” before quarantine.

Figure 10: Respondents’ answers to the questionnaire “Are you satisﬁed with your professional activity?” during quarantine.

and helping to address them.

4 DISCUSSION

The results of the study show low occupational health

of teachers, high levels of emotional stress, the de-

pressing feeling of uncertainty during the pandemic,

distance and blended learning, insufﬁcient motiva-

tion for healthy activities, low level of self-regulation

of emotional states, increased need for psychological

help in maintaining and strengthening occupational

health, combating occupational stress and emotional

exhaustion.

The analysis of the results of the study made it

possible to identify differences in the state of occupa-

tional health of teachers with different teaching expe-

rience. It has been found that the longer the teaching

experience, the worse occupational health of teach-

ers. In particular, the deterioration of health indica-

tors is observed in those whose work experience in

school exceeds 10 years, a sharp deterioration – after

20 years of schoolwork. Similar data are presented

in some foreign publications on this issue. Thus,

a study by Pecherkina and Muslumov (Pecherkina

AET 2020 - Symposium on Advances in Educational Technology

554

Figure 11: Respondents’ answers to the questionnaire “ Do you need psychological help to maintain and maintain your

professional health?” before quarantine.

Figure 12: Respondents’ answers to the questionnaire “Do you need psychological help to maintain and maintain your pro-

fessional health?” during quarantine.

and Muslumov, 2018), which was published before

the pandemic in 2018, shows that the state of pro-

fessional health of teachers depends on the stages of

their professional development (experience). The au-

thors conclude that the expression of indicators in

the process of professional development of motiva-

tional, emotional, and reﬂective components of pro-

fessional health of teachers changes. It is character-

ized by increased motivation to succeed, acute anx-

iety, increased rigidity, the development of systemic

reﬂection. We should emphasize that in the course of

our study it was found that during the pandemic, anx-

iety increases regardless of the stage of professional

development. Surveys of teachers in the EU conﬁrm

that teachers’ occupational development is connected

to their efforts to maintain occupational health if their

health values coincide with their own ones and re-

spond to the school’s mission, current identity, and

teachers’ practice (Jourdan et al., 2016).

A comparative analysis of the indicators of the

Research of Teachers’ Occupational Health by Means of Digital Technologies

555

state of occupational health of teachers in urban and

rural schools shows differences in their assessment of

their own health, deterioration of emotional state dur-

ing the quarantine, self-control in professional inter-

action, satisfaction with professional activities.

The analysis of the answers to the questionnaire

revealed gender differences in occupational health in-

dicators of male and female teachers. The results of

the survey showed differences in the ability of female

teachers and male teachers to self-regulate, mastery

of techniques to relieve emotional stress, satisfaction

with teaching. The analysis suggests that there is

no need to develop separate psychoprophylactic and

correctional programs in the coordinates of occupa-

tional health separately for female and male teach-

ers. Women’s occupational health should focus more

on teaching them emotional self-regulation skills. In

working with men, more attention should be paid

to the formation of motives for personal and profes-

sional self-improvement.

Therefore, it is extremely important to identify

additional aspects of ensuring occupational health of

teachers in the coordinates of the Center of Pedagogi-

cal Consulting, which is a new structure in the system

of pedagogical education. The Center can work in

person and remotely, with the help of digital technolo-

gies, which will allow each teacher to use the Center

and its resources at a time convenient for them. For

this purpose, the university website, YouTube chan-

nel, messenger communities, teacher questionnaires

in Google forms, groups on social networks, tele-

phone counseling, blogs of the Center’s employees

can be used.

Based on the analysis of the results of the study,

the strategic objectives of the Center of Pedagogi-

cal Consulting to preserve and strengthen occupa-

tional health of teachers: increase the level of pro-

fessional stress resistance, the development of men-

tal self-regulation skills; mastering constructive cop-

ing strategies, technologies of self-rehabilitation, psy-

chotechnologies of self-healing. Efforts should be

made to shape teacher’s subjective position as the

bearer of a reasonable lifestyle.

Activities to preserve and strengthen occupational

health of teachers should be aimed at: increasing the

interest of teachers in occupational health as a profes-

sional and personal value and ways to ensure it; mas-

tering the methods of implementing health-preserving

techniques; self-knowledge and self-development of

teachers; activity and creativity of teachers in search

and creation of their own systems of improvement,

their own experience of maintenance of an optimum

condition of occupational health; assisting teachers in

overcoming obstacles to a sensible lifestyle. Impor-

tant aspects of work in this aspect are the prevention

of occupational stress, correction of chronic stress of

occupational origin, prevention of emotional burnout.

It is also necessary to form such a quality of teacher’s

personality as resilience, i.e. the ability to maintain

stability under the inﬂuence of external and inter-

nal threats, without losing the pace of development

to overcome the prevention of destructive behavior,

quality of life, and professional activity (Fletcher and

Sarkar, 2013).

The results of the analysis of aspects of the re-

sponsible attitude of teachers to their health, features

of the internal picture of their occupational health

served as a basis for determining areas of preven-

tive and psychocorrectional work with teachers, for

the content of training practices to form reasonable

strategies for occupational health, harmonization of

a teacher in the coordinates of the Center of Peda-

gogical Consulting, which operates at the Ternopil

Vladimir Hnatiuk National Pedagogical University

(TNPU, 2020c,a,b).

The activities of the Center of Pedagogical Con-

sulting give support for teachers in the educational

process and provide them with advice on solving

problems related to educational and cognitive activ-

ities of students and their personal and professional

development (Borova et al., 2019). The mission of

the Center is to promote the personal and professional

growth of teaching and managing staff.

The Center of Pedagogical Consulting pro-

vides educational consulting services (informational,

scientiﬁc-methodical, instructive-methodical, diag-

nostic, expert-consultative) in the following areas:

professional development of pedagogical workers,

implementation of professional development pro-

grams, the introduction of innovations in pedagogical

activity, implementation of pedagogical projects, ex-

perimental work in educational institutions, psycho-

logical and pedagogical support of students in the ed-

ucational process, the formation of the individual ed-

ucational trajectory of students, the formation of the

psychologically safe educational environment, the in-

troduction of health technologies in educational in-

stitutions, preservation and strengthening of occupa-

tional health of teachers, organization of inclusive ed-

ucation, etc.

The Center of Pedagogical Consulting directs its

activities to:

• the study of problems of the educational environ-

ment that need to be solved (consulting) and the

provision of services;

• carrying out constant information and advertising

activities to inform the heads of educational in-

stitutions and teachers about the possibility of re-

AET 2020 - Symposium on Advances in Educational Technology

556

ceiving consulting services;

• organization and holding of pieces of training,

master classes, seminars, round tables under the

needs of teachers both within the Center and di-

rectly in educational institutions;

• organization of individual and group consulta-

tions for management and pedagogical staff;

• organization of corporate training of teachers on

the stated topic;

• creating opportunities and providing appropriate

services for the development of psychological and

pedagogical competence of students-future teach-

ers and future managers-heads of educational in-

stitutions;

• researching to improve the quality of training of

future teachers and managers for innovative activ-

ities in educational institutions.

The program of activities of the Center of Peda-

gogical Consulting for the preservation and strength-

ening of teachers’ occupational health provides ar-

eas of activity, each of which covers a set of ac-

tivities – speciﬁc forms of work that will help to

achieve the desired result. This is counseling; use

of psychological diagnostic techniques and tests; psy-

chological correction; coaching; seminars, webinars,

anti-burnout pieces of training, anti-stress pieces of

training, social and psychological actions and initia-

tives within the activity of LLC “Academy of Innova-

tive Development of Education” (scientiﬁc and ped-

agogical project under the program of joint activi-

ties of Ministry of Education and Science of Ukraine

and National Academy of Educational Sciences of

Ukraine (Academy of innovative education develop-

ment, 2020b,c,a); mastering the technology of stress

management, methods of self-regulation, etc.

We have a matrix of developed activities that

can be offered to teachers. In our activity we are

guided by the principle: “we have developed, we

know – we carry it out for you”. The guiding pos-

tulate for the Center of Pedagogical Consulting is: we

carry out what is in demand, what is relevant, neces-

sary, “hurts” teachers. In our previous publications

(Meshko et al., 2020; Meshko, 2016) the pieces of

training developed by us, their semantic and proce-

dural ﬁlling, inﬂuence on an increase of the level of

stress resistance, harmonization of teacher’s person-

ality are presented.

The Center of Pedagogical Consulting has devel-

oped anti-stress training, anti-burnout training, mas-

terclass “How not to burn in the ﬂames of the pro-

fession”, a system of webinars for teachers (TNPU,

2020a), some of them were presented at the National

Educational Forum, which took place on October

18, 2020, at Ternopil Volodymyr Hnatyuk National

Pedagogical University remotely (TNPU, 2020a,d).

During the educational forum, 96 teachers took part

in activities proposed by the Center of Pedagogi-

cal Consulting. Shortly, it is essential to develop

masterclasses and webinars on the problems of self-

regulation, prevention of professional deformations of

teachers, increase of their stress resistance, and de-

velopment of resilience, which, under the quarantine

restrictions associated with the COVID-19 pandemic,

will be carried out remotely.

5 CONCLUSIONS

A teacher’s occupational health is one of the factors

of professional suitability, an important condition for

the effectiveness of pedagogical activities, and an in-

dicator of the quality of professional life. The state of

occupational health of a teacher affects the results of

educational activities and the stability of work results,

determines the self-efﬁcacy of teacher’s personality.

Preserving and strengthening occupational health

of teachers is a strategic task of modern society and

the New Ukrainian School, an urgent problem of ped-

agogical and psychological science. Teacher’s health

activities involve constant monitoring of occupational

health, which is a prerequisite for determining the

content and form of consulting services.

The analysis of the results of the study of teach-

ers’ occupational health allowed to identify problems

that have been exacerbated by the quarantine caused

by the coronavirus pandemic, in particular: increas-

ing negative trends in psychological well-being and

emotional state, their deterioration in distance and

blended learning; increase in anxiety; inability to re-

ceive timely psychological help in resolving personal

and professional issues; increasing the number of

teachers who are dissatisﬁed with their professional

activities; increasing the number of teachers in need

of psychological support and help; generally not very

responsible for their own occupational health. Gen-

eral condition and features of occupational health of

teachers are analyzed, taking into account the length

of work in school, type of school, gender, which is

very important for determining the content of consult-

ing services.

In preserving and strengthening occupational

health of teachers, it is important to operate the Center

of Pedagogical Consulting, whose activities are aimed

at: acquaintance with modern technologies for main-

taining and strengthening occupational health; devel-

opment of emotional-value, responsible attitude of

Research of Teachers’ Occupational Health by Means of Digital Technologies

557

teachers to occupational health; increasing the level

of motivation, maintaining the “professional form”;

development of the subjective position of a teacher

as a carrier of a sensible way of life; increasing the

level of professional stress resistance; prevention of

occupational burnout; prevention of professional de-

formations and destructions of teachers; formation of

their resilience; conducting personal and professional

growth pieces of training, anti-burnout pieces of train-

ing, anti-stress pieces of training, round tables, mas-

terclasses; advisory assistance.

Due to the quarantine measures caused by

COVID-19, developments using digital technologies

are required: webinars, online masterclasses on pre-

vention of professional deformations of teachers, anti-

burnout training, anti-stress training, personal and

professional growth training, round tables to increase

professional stress, prevention of emotional burnout

of teachers, in general ensuring their occupational

health. Need to implement the Center of Pedagogical

Consulting in the coordinates of occupational health

of teachers and technology of social and psychologi-

cal resilience to develop skills to overcome crises with

the least emotional or psychological losses.

We see the prospects for further research in identi-

fying gender differences in teachers’ implementation

of occupational health strategies and the formation of

the appropriate content of psycho-correctional work

remotely under the conditions of the quarantine re-

strictions associated with the COVID-19 pandemic.

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