Professional Independence and Stress Resistance of Teachers

in Preschool Educational Organizations

M. G. Golubchikova

1,2 a

, O. Yu. Bagadaeva

and M. R. Arpentieva

Irkutsk State Medical Academy of Postgraduate Education, Branch of the Russian Medical Academy Professional

Education of the Ministry of Healthcare of the Russian Federation, Irkutsk, Russia

Teacher-Training Institute, «Irkutsk State University», Irkutsk, Russia

Center for Psychological, Pedagogical, Medical and Social Assistance «Court», Chisinau, Republic of Moldova

Keywords: Teacher, Preschool Educational Institution, Professional Independence, Stress Resistance.

Abstract: Teaching activity belongs to the group of professions "Man-Man". Basically, people with sufficiently

developed socio-psychological competencies come and stay in the teaching profession, but the high level of

tension in educational interaction and its negative impact on the quality of pedagogical activity makes such

aspects of readiness and ability for professional activity as stress resistance and professional independence of

a specialist especially important. Relationships in the educational process are not only an integral, but also an

obligatory part of the profession, even if a person does not have natural tendencies for active and frequent,

intense interaction with other people. In modern pedagogy and psychology, there are and are currently

published quite a few works in the field of independent (autonomous, self-governing) pedagogical education,

there are also few methodological developments aimed at the development of professional independence

(independence, initiative, autonomy, self-determination, self-regulation, self-education) of teachers. The

purpose of this study is to study the problem of the formation and development of professional independence

/ autonomy of preschool teachers as a factor of their resistance to stress in professional situations.

Conceptualization of the concept of professional independence (independence or autonomy) of preschool

teachers should include the following aspects: subjectivity / initiative and independence / autonomy; creative

attitude and search activity, reflection and critical comprehension of reality; dialogue and feedback,

responsibility / consistency (implementation) of freedom of choice; high stress resistance and experience of

successfully coping with failure, experience of achievements - social efficiency and self-efficacy, experience

of interaction with successful and unsuccessful colleagues and mentors; self-actualization and transcendence,

the experience of raising successful children ready for the school stage.

1 INTRODUCTION

Teaching activity belongs to the group of professions

"Man-Man". Basically, people with sufficiently

developed socio-psychological competencies come

and stay in the teaching profession, but the high level

of tension in educational interaction and its negative

impact on the quality of pedagogical activity makes

such aspects of readiness and ability for professional

activity as stress resistance and professional

independence of a specialist especially important.

https://orcid.org/0000-0002-7865-3031

https://orcid.org/0000-0002-9173-2113

https://orcid.org/0000-0003-3249-4941

Relationships in the educational process are not

only an integral, but also an obligatory part of the

profession, even if a person does not have natural

tendencies for active and frequent, intense interaction

with other people. In modern pedagogy and

psychology, there are and are currently published

quite a few works in the field of independent

(autonomous, self-governing) pedagogical education,

there are also few methodological developments

aimed at the development of professional

independence (independence, initiative, autonomy,

self-determination, self-regulation, self-education) of

512

Golubchikova, M., Bagadaeva, O. and Arpentieva, M.

Professional Independence and Stress Resistance of Teachers in Preschool Educational Organizations.

DOI: 10.5220/0010671100003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 512-518

ISBN: 978-989-758-597-5

teachers (Chuk, 2017; Moreira, Viera and Marques,

1999; McGrath, 2000; Vieira, 1999; Smith, 2021;

Thavenius, 1999). In addition to terminological

problems, a more serious issue is related to the overall

complexity of assessing the development of teacher

autonomy. This issue is most actively developed by

foreign researchers of educational and professional

independence, autonomy and “self-determination”

(self-determination, Ryan and Deci, 2018) of a

teacher, but in recent years many Russian researchers

have also joined them (Kolomiets, 2020; Kolomiets

and Golubchikova, 2019).

2 MATERIALS AND METHODS

The purpose of this study is to study the problem of

the formation and development of professional

independence / autonomy of preschool teachers as a

factor of their resistance to stress in professional

situations. The main research method is a

phenomenological theoretical analysis of the

formation and development of professional

independence / autonomy of teachers as a factor of

their resistance to stress in professional situations,

сomparative analysis of the resistance to stress of

teachers with different levels of professional

autonomy / independence. In the empirical part of the

study, a survey method was used: teachers of

preschool institutions, secondary schools and

universities of Irkutsk were asked to answer a number

of questions in the form of a detailed written self-

report. The results obtained in the course of a survey

of 150 respondents (50 university teachers, 50 school

teachers and 50 preschool teachers) were processed

by the method of content analysis (qualitative and

quantitative data analysis), general trends and

phenomena were identified, reflecting the

interconnection of teacher resistance and

independence. The novelty of the research we are

implementing lies in an attempt to theoretically

substantiate the relationship between the processes

and results of the formation and development of

professional independence of teachers with varying

degrees of stress resistance.

3 RESULTS AND DISCUSSION

In modern foreign and Russian pedagogy and

educational psychology, within the framework of

competence-based, activity-based, value-based and

other modern, as well as many traditional approaches

to the organization of education, the idea of the

teacher's independence as meta-ability or

metacompetence (meta-competence system) is

formed, ensuring the achievement of the professional

and general cultural educational outcomes. this

includes such results as the upbringing and training of

preschool children: 1) the skills of self-government,

independence, including in situations of labour for

children, causing them stress or associated with

conflicts of internal and external types; 2) readiness

and ability to learn, transform and respond correctly

in educational and training situations; 3) readiness

and ability to jointly solve educational and domestic

problems with other children and adults, including the

ability and desire to settle conflicts, overcome stress,

etc.

K. Travenius (Thavenius, 1999) defines the

independence or autonomy of the teacher as "the

ability and willingness to help students take

responsibility for their own learning." D. Little

(Little, 1995) sees it as the presence of an intense

sense of individual responsibility for their learning

and teaching students, carried out in the process of

continuous monitoring and understanding the limits

of educational and professional (affective, cognitive,

behavioural) control of educational and the

professional process; and the pursuit of exploring the

effects of free learning. R. Smith and S. Erdogan

(Smith and Erdoğan, 2008) identified two aspects of

teacher autonomy: the ability to develop

independently and freedom from control by others.

Other scholars and practitioners argue that such

freedom rarely exists in an educational setting,

especially in the early stages of education (preschool

and high school).

“Teacher autonomy is not about being free from

external constraints and acting according to one's

desires, but… about being ready and able to challenge

undemocratic traditions, developing as a professional

sense of free will in teaching, which is directly related

to promoting student subjectivity in learning ”(Rayo

and Vieira, 2015).

I. McGrath describes "teacher autonomy" as self-

directed professional actions for self-development

and freedom from outside influence when choosing

educational actions (McGrath, 2000). B. Zimmerman

notes the need to provide students with support aimed

at the formation and development of independence in

the development of creative and other "autonomous"

abilities, that is, the abilities necessary for

independent learning and, later, work in the preschool

educational institution. It is also important for

teachers to promote the formation and development

of independence in preschoolers (Zimmerman, 2008).

Professional Independence and Stress Resistance of Teachers in Preschool Educational Organizations

513

In general, the basic characteristics of teachers'

autonomy are related to values and goals, willingness

and ability, behaviour and interaction about taking

responsibility for their work. Usually, the

professional independence of a teacher, knowingly or

spontaneously, sooner or later becomes the

educational and professional independence of his

pupils. The assignment of models of behaviour and

interaction, meanings and ways of understanding

reality, goals and values of a teacher by preschoolers

occurs as a result of his explicit or implicit perception

as a role model - a significant / referent individual

acting as a subject of management, delegating

responsibility and management to a student, as a

source of feedback and evaluative activity

(correctness / productivity, efficiency / effectiveness

and overall success of activity), as a translator of

cultural norms, related prescriptions and prohibitions

of culture, including prohibitions and prescriptions

about subjectivity (independence). On the other hand,

the influence of the family can be significantly more

significant, so there can be failures and ambiguous

situations.

The process of forming general independence /

autonomy includes a number of stages: raising the

teacher's awareness, changing the attitude towards the

very process of education in preschool educational

institutions, working with children and their parents,

changing the role / position of the teacher from a

passive object to an active subject (Scharle and

Szabo, 2000).

Of particular importance is the readiness of

teachers for professional independence,

independence and autonomy, including independent

and responsible behaviour in stressful situations. It

acts “as a starting point for autonomous activity and

a consequence of past learning experiences (Higgs,

1988) and as a factor in the development of the

preschool teacher's wards of their own independence.

It is also important to determine the relationship

between the concepts of independence, independence

or autonomy of preschoolers and independence /

independence or autonomy of teachers. H. Holec

(Holec, 1981) imagines the first group of concepts as

the ability of preschoolers to take responsibility for

their own behavior in a group of preschoolers, for

their interactions with other preschoolers and a

teacher. Other researchers and practicing educators

see student autonomy as attitudes towards ECE and

life in general, self-confidence (Booth and

Guinamard & Lloyd, 2017; Brown and Smith and

Ushioda, 2007; Benson, 2005; Scharle and Szabó,

2000).

In general, many studies show that preschool

children tend to have a positive attitude towards

independence, demonstrate the potential to become

even more independent, but often demonstrate a

“moderate” frequency of attempts at self-command in

and out of the group (Evans, 2014; Smith, 2008; Irie

and Stewart, 2012; Kuchah and Smith, 2011).

Resistance to stress can be considered both as a

property that affects the result of activity (success-

failure), and as a characteristic that ensures the

homeostasis of an individual as a system. Based on

this, stress resistance is an indicator of the quality of

professional activity (extrapersonal, social), as well

as the quality of (intra)personal and interpersonal

development. When the potencies of the subject do

not correspond to the specific requirements and

conditions of professional activity, the "internal"

personal and interpersonal components of stress

resistance are more clearly manifested. The role of

these components is to develop a system of protection

of the individual from stress factors, which provides

stability (protection) from the development of a

distress state. However, these factors work depending

on how much they are formed, including how

independent an individual is in his / her life in general

and his / her profession in particular.

Some authors consider resistance to stress as the

result of training, but it should be remembered that

each individual has a certain set of traits and

characteristics that determine his resistance to stress.

When analyzing human traits and characteristics that

can provide influence on stress resistance, many

researchers in one way or another emphasize the

importance of self-regulation, independence.

Independence, being a factor associated with the

processes and results of social adaptation and

maladjustment of the individual as a person, partner

and professional, is the feature that increases stress

tolerance under stressful conditions of activity. An

individual's resistance to stress is associated with the

ability to focus on specific goals, as well as with the

organization of their activities and the nature of the

temporal and spatial perspective (including the space

and time of social relations, one of their

characteristics is independence and its components).

So, the level of subjective control, which reflects the

independence, independence and activity of a

individual in achieving his / her goals, personal

responsibility for his / her actions and deeds, has a

close relationship with stress resistance. According to

studies of this characteristic (J.V. Rotter, S.V.

Subbotin), researchers emphasize a more pronounced

stress resistance of individuals with an internal locus

of control (Subbotin, 1992).

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Of particular interest in studies of stress resistance

is devoted to the problem of active, independent,

search coping strategies of behavior (R. Lasarus, R.

Thoits). Coping behavior is an individual way of

human interaction with a difficult life situation,

characterized by demands that exceed an individual's

resources. This is a combination of cognitive,

behavioral and emotional efforts of a conscious

nature and aimed at resolving or changing a critical

situation, or a combination of efforts that allow you

to get used to a situation or to evade its demands. To

develop constructive coping styles of behavior in

difficult life circumstances, it is extremely important

to understand the essence of stress resistance as a

phenomenon that is clearly associated with the

characteristics of an individual's independence.

In the empirical part of the study, a survey method

was used: teachers of preschool institutions,

secondary schools and universities of Irkutsk were

asked to answer a number of questions in the form of

a detailed written self-report:

 How stressful is the setting in the educational

institution in which they work?

 What are the main sources and types of stress

that educators face in these educational

institutions?

 How independent do teachers feel in solving

everyday and critical professional tasks?

 To what extent do they strive to develop the

independence of the wards? How is their desire

and ability to be independent connected with

the self-activity of their children under

guardianship?

 To what extent do they strive to develop stress

resistance in their wards? How is their stress

tolerance related to the stress tolerance of their

wards?

The stressfulness of interaction in preschool

education is a rather serious problem and the social

stress factor is identified as significant by up to 24%

of the preschool teachers we surveyed (25 preschool

teachers and 25 teachers of “children's homes” took

part in the survey) and at least 20% of teachers from

other organizations (50 teachers of secondary schools

and 50 university professors).

There are three main subjects of interaction in

preschool education: teachers, parents and children.

Each of these groups of subjects potentially has its

own stressful characteristics. The study of stressful

contacts in "children's homes" and other preschool

educational institutions has revealed some important

points. Firstly, in each group of children there are

children with developmental or (family) upbringing

disabilities, with whom it is difficult for the educator

to establish productive interaction; their behaviour is

often stressful for themselves, other children, parents

and teachers. The very mass of children with still only

formative skills of self-regulation and independence

can serve as a stress factor for the teacher: if the

teacher does not have developed independence as a

person, partner and professional, then he may face an

increase in the state of stress. Parents as a group can

also generate stress in the educator due to their

performance of an indirect control function,

presentation of unrealistic and quasi-professional

requirements and unrealizable expectations, as well

as simply due to insufficient socio-psychological

competencies, conflicts and a state of distress. The

group of peer educators also potentially and often

actually carries their share.

Stress there are potential in several areas: the

joint result of work may depend on interaction with

colleagues; in preschool educational institutions,

teachers usually work in twos, in cooperation with an

assistant educator, they also collaborate with

specialists in other professions (speech therapists,

teachers of defectologists, educational psychologists,

and music directors, instructors in physical culture or

swimming. The organization of the professional

activity of a preschool teacher also depends on the

senior educator or methodologist, on the head of the

preschool educational institution, on the work of

auxiliary personnel (cooks, building maintenance

workers, etc.). In addition, teachers interact with

medical personnel, etc. It is necessary to be able to

cooperate with them, on the one hand, and to be able

to maintain autonomy and independence, on the other

hand. At the same time, some of the above specialists

perform the functions of direct or indirect control; the

same function is performed by supervisory authorities

(Bagadaeva and Golubchikova, 2017; Bagadaeva,

2020).

Usually, preschool teachers do not single out a

group (mass) of children and colleagues as a

significant stressful contact, which is due to the

peculiarity of the child contingent and the favourable

psychological climate in preschool educational

institutions, close work in a group with only one

“partner”. Parents most often become the main source

of stress: they are noted by 86% of preschool

teachers, 50%: secondary school teachers and 33% of

university teachers. The second most important

stressor is an individual child in the group (26% in

preschool education, 70% in secondary school, and

54% in university). In pre-school type "child's home"

educators work with difficult children, most of whom

have disabilities of health, both physical and mental.

Therefore, the picture is different here: up to 88% of

Professional Independence and Stress Resistance of Teachers in Preschool Educational Organizations

515

educators single out one individual child in a group as

a stressor. A large number of children cause stress for

46% of teachers. At the same time, work in a

children's home involves the simultaneous

cooperation of a whole team of teachers,

dialectologists, nurses or nurses, paediatricians and

other specialists (music director, swimming

instructor, educational psychologist, epidemiologist).

Colleagues exercising indirect control over the

activities of the teacher stress 58% of the teachers at

the orphanage. The environment of the institution

determines the psychological climate, which affects

the mental health of the teacher, and that, in turn,

affects the mental health of the child, the formation of

his / her behavioural stereotypes, protective

mechanisms, etc.

In general, a teacher's resistance to stress is

associated with harmonious frustration and non-

accusatory behaviour, which determines the

independence and other characteristics of tactics of

behaviour in stress and strategic aspects of stressful

interaction. Among the teachers who noted high

stress resistance, there are many who consider

themselves independent. They consider

independence and freedom of action in conflict and

crisis situations that generate stress as an important

factor in overcoming stress, preventing distress and

general stress resistance (54% of preschool teachers).

The teachers, who noted the low level of

independence (28%) the painful feelings of being

limited and dependent on the administration, the

whims of the parents and the behaviour of children,

also had higher self-assessments of exposure to stress

and a general assessment of the stressfulness of the

profession. Among teachers of secondary (24%) and

higher schools, the ratio of teachers (36%)

demonstrating resistance to stress and its absence is

approximately the same, with a slight increase in the

proportion of teachers who cannot cope with stress in

the university: which is not so much due to the

stresses associated with educational activity, how

much with the bureaucratic procedures serving it,

which teachers are forced to fulfil, regardless of the

damage to their main load and functions, as well as

damage to education as a whole.

Teachers demonstrating independence also noted

that their children, on the whole, are inclined to

independence and are rather calm (30%), that they

manage to build good relations with their parents

(28%) and the administration (32%). On the contrary,

teachers who noted the problems of limited resources

and dependence noted the "whims" of children

(24%), their parents (26%), administration and other

employees (22%) as stress factors, more often

recorded increased confidentiality in relationships

and stress.

There is a significant gap between the extent to

which preschool educators declare / promote the

development of self-activity and the advisability of

involving their wards in making certain decisions

concerning them, and the real behavior of teachers,

more or less embodying in real relationships forms of

education and upbringing that presuppose and

provide educational and professional independence

of students and students (Arpentieva and Menshikov,

2017; Arpentieva and Gasanova, 2020; Chik and

Aoki and Smith, 2018; Lin and Reinders, 2019; Borg

and Al-Busaidi, 2012)

In general, both the readiness of preschool pupils

and the readiness of educators for independence are

the most important precursors, conditions for the

successful implementation of their activity and

development tasks, including the tasks of overcoming

conflicts and stresses associated with normative and

quasi-normative crises of age and professional

development. (Arpentieva and Gasanova, 2020;

Arpentieva and Menshikov, 2017).

There is a high positive correlation between the

level of stress resistance and the development of

professional independence. The higher the stress

resistance, the better the competencies are formed and

the more self-confident the specialist believes himself

to be. The correlation coefficient is r = 0.95. This

dependence is most pronounced in relation to the

desire for self-improvement and self-development

(the correlation coefficient is r = 0.99), readiness for

responsible behavior and comprehension of what is

happening (r = 0.98), conflict competence (r = 0.97).

It was not possible to identify significant

dependences of the level of stress resistance on the

length of service, education level, qualifications or

age of the subjects in our sample.

The analysis of the data, however, showed that, in

general, for the sample, the most formed is the

readiness to realize independence and its components,

and the least formed and successful is the experience

of solving problems independently, applying

knowledge and skills of self-regulation and taking

responsibility in problem situations. Resistance to

stress is a professionally significant quality of the

subject of the educational process, on which depends

not only the success of mastering pedagogical

activities (self-realization as a professional), not only

enhancing the productivity of training and education,

but also a property (development of the teacher's

wards), but also contributing to the teacher's self-

realization and self-actualization as a person and a

partner The productivity of pedagogical activity is

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516

directly related to the professional skill of the teacher,

which is determined by the level of development of

knowledge and skills (competencies), including

knowledge and skills of stress tolerance / self-

regulation (Bagadaeva, 2019; Golubchikova, 2019;

Golubchikova, et al., 2020; Suyunova, et al., 2019).

Among other things, representatives of the

pedagogical community who positively perceive

themselves, believe in their own strength and

consider themselves free, independent, self-reliant,

have higher self-confidence, more actively manifest

their desire for active self-development and self-

realization, for a flexible response to potentially

stressful and crisis situations. , to active strategies for

coping with stress and crises, to taking a mediating

position in conflicts, which increases the efficiency of

their professional activities and development in

general. At the same time, teachers with low self-

esteem, who consider themselves dependent on others

and their assessments, faced with various problems,

perceive the world around them through the prism of

their anxieties, often resort to an authoritarian or

permissive style of response, passive coping

strategies, unproductive choices of conflicting

behavior, which negatively affects the efficiency and

productivity of their teaching activities.

At the same time, it can be noted that the “locus”

of control (internal or external) of an individual over

his activities is a component of activity associated

with control and correction of actions - it is not

unambiguously associated with the level of stress

resistance. According to the researchers, individuals

who, according to the classification of J. Rotter, have

an internal locus of control - "internals" (self-

confident, relying only on themselves, not needing

external support), are less susceptible to stress in

extreme conditions and under social pressure than

“Externalities” with an external “locus” of control

(unsure of themselves, in need of rewards, painfully

reacting to censure, relying on chance, on fate). But

the “internal”, not being able to look for support

outside, may turn out to be even more defenseless

than the “external”, having lost faith in him / her

under the influence of critical factors (Bagadaeva and

Golubchikova, 2017). But in our study, this duality

was not revealed: firstly, it was about the free self-

assessment of preschool teachers, which could

change the results of the research in comparison with

the test results, and secondly, the concepts of "locus

of control" and independence are not identical. It is

obvious that "professional independence" as the

ability and readiness to manage oneself and one's

professional activity, proceeding from their goals and

values of professional activity, is not equal to the

concept of "attributing responsibility." The first

concept is much broader and, therefore, there are

more factors influencing it.

4 CONCLUSIONS

Conceptualization of the concept of professional

independence (independence or autonomy) of

preschool teachers should include the following

aspects: subjectivity / initiative and independence /

autonomy; creative attitude and search activity,

reflection and critical comprehension of reality;

dialogue and feedback, responsibility / consistency

(implementation) of freedom of choice; high stress

resistance and experience of successfully coping with

failure, experience of achievements - social efficiency

and self-efficacy, experience of interaction with

successful and unsuccessful colleagues and mentors;

self-actualization and transcendence, the experience

of raising successful children ready for the school

stage.

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