Psychological Determinants of Stress and Tolerance in Pedagogical

Endeavours

Dilafruz S. Karshieva

Tashkent State Pedagogical University, Tashkent, Uzbekistan

Keywords: Stress, Professional Stress, Pedagogical Activity, Tolerance, Rational Altruism, Pedagogue, Sociability.

Abstract: The article highlights specific psychological aspects of professional stress and tolerance. We know that

humanity lives and works surrounded by stressful factors. Pedagogical activity is full of stressful factors as it

is a professional activity in the "human-human" system. This article analyses the professional stress that

occurs in pedagogical activities and their psychological characteristics. Tolerance in pedagogical activities

and their impact on overcoming professional stress are psychologically analysed, and based on empirical data,

conclusions and recommendations are made.

1 INTRODUCTION

The acceleration of the rhythm of modern life has led

to a significant increase in the physical, mental,

emotional load on a person, due to everyday

problems, interpersonal relationships, the content of

professional activity, information overload. Quite

often, a person has to be in a state of emotional stress,

experience a feeling of heightened anxiety, anxiety,

self-doubt, and also experience the so-called stress.

Such states are often accompanied not only by mental

imbalance, but also by several negative changes in the

functioning of physiological mechanisms in the

human body, and this affects the performance of a

specialist. According to statistics from Research &

Branding Group in 2018, 17% of stress in human life

is caused by occupational activities (Dodonov, B. I,

1978). According to the World Labor Organization,

occupational stress is very popular in Japan. There are

even deaths among workers as a result of chronic

occupational stress, with 35% of the population

blaming occupational stress for their health problems

(Dodonov, B. I, 1978). Therefore, a number of

scientific studies are being conducted by

psychologists and medical staff on the prevention of

stress and its consequences. In particular, the World

Health Organization (WHO) has drafted the 13th

General Action Plan for 2019-2023: strengthening the

health of the population, maintaining peace in the

world, coverage of public services. The work carried

https://orcid.org/0000-0001-9017-9726

out by the experts of the International Association for

Stress Management in the framework of the project

"Negative mental stress and stress in the workplace"

is aimed at overcoming mental disorders and stress.

2 LITERATURE REVIEW

Let's talk about stress and its psychological

properties. Stress is derived from the English word

"stress", a set of abnormal adaptive reactions of the

body to various adverse factors. Initially, the concept

of "stress" was explained in physiology as a non-

specialized reaction of the organism in response to

various unpleasant impressions. It was later used to

express the individual's physiological, psychological,

and behavioural state in emergencies. The essence of

stress in psychology was first described by G. Sele.

G.Sele distinguishes three stages of stress as an

adaptation syndrome:

1. Anxiety reaction;

2. Resistance phase;

3. Voltage stage.

Anxiety reactions occur at the first exposure to

stressors. In a short time the level of resistance of the

organism decreases, somatic and vegetative functions

are impaired. After that, the organism uses its reserve

resources and the body's self-regulatory mechanisms

are activated. If the defence mechanism is effective,

the anxiety disappears and the body returns to normal

854

Karshieva, D.

Psychological Determinants of Stress and Tolerance in Pedagogical Endeavours.

DOI: 10.5220/0012930900003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 854-863

ISBN: 978-989-758-723-8

activity. If an effective psychological defence

mechanism is not selected, the next stage of resistance

is moved.

The resistance phase occurs as a result of the

continuous action of stressors and triggers a

protective reaction that supports the body. In this

case, a balanced distribution of adaptation reserves

occurs on the basis of the external manifestation of

stress in the functional system. In the stage of

resistance, resentment and resentment in the person

begin in the second stage. At this stage, the body

begins to use the available power in reserve.

However, it is known that human physiological and

mental capabilities are limited. As a result, if the

effects of stress continue, the person has no strength

to resist it, and the psyche begins to "retreat" and

positive emotions to negative ones.

The stress phase represents a violation of the

body's protective adaptive mechanisms that

counteract the effects of excessive and continuous

stressors. Adaptive reserves are significantly reduced.

Failure to reduce the level of stressors in humans

leads to a sharp decrease in the level of resistance to

stress. At the same time, there are specific changes in

human cognitive processes, disorders associated with

the inability to process information. In the phase of

tension, two changes can be observed in human

behaviour: in the first, chaos and impulsiveness

increase in a person's behaviour, and in the second,

the opposite, that is, a person begins to try to "escape

reality." The destructive state as a result of

stressogenic effects is characterized not by a decrease

in human activity efficiency, but by its general

impairment (Sirliev, B. N., Ismoilova, N. Z., &

Khakimova, I. M., 2014).

Professional stress factors manifested in

pedagogical activities can be conditionally divided

into the following groups:

- factors related to labour activity: excessive

workload, poor working conditions, lack of time;

- stress factors related to the role of the pedagogue

in the pedagogical team: inability to fulfil

professional obligations, lack of recognition in the

team, everyone assuming his responsibility,

uncertainty resulting from unfair distribution of

workload, extremely low responsibility to the team,

low participation in team life;

- factors related to interpersonal relations in the

pedagogical team: destructive relations with leaders,

colleagues, students, parents, communication

problems;

- factors related to pedagogical career:

professional "failure", fear of retirement, insufficient

professional knowledge; professional

- external factors: family problems, chronic

diseases, etc. (Kondakov, I. M, 2007).

The development of occupational stress is

highlighted as an actual scientific problem of the

current period, which is related to the work of

employees, work productivity, work efficiency and

quality, as well as the impact on the health of

employees (Leonova, A. B, 2000). At the same time,

today's research on stress related to the labour process

in the literature is not adequately systematized both at

the conceptual level and in defining the boundaries of

the subject (Leonova, A. B., & Kuznetsova, A. S,

2003). This, in turn, creates great difficulties for

modern researchers. Currently, it is very difficult to

distinguish professional stress from other types of

stress described in the literature, so it is customary to

distinguish several types of stress that are related to

the professional activity of a person in one way or

another (Leonova, A. B, 2000). They are as follows:

• work stress (job stress) and work stress (work

stress) - types of stress caused by the conditions of

work and specific features of a specific position;

• professional stress (occupational stress) arising

from the specific characteristics of the work content

and professional environment;

• organizational stress (organizational stress),

which takes into account the ability of the employees

of the organization to adapt to the conditions of

collective work related to the tensions that destroy the

effective functioning of the organization;

• informational stress - stress related to problems

in processing the flow of information in the process

of activity;

• stress at the workplace is a concept arising from

professional and organizational stress, which means

the physical and mental strain associated with being

at the workplace.

So, stress is an integral part of work. It can occur

under the influence of various stress factors that have

a negative effect on a person. The study of methods

and mechanisms of human adaptation to professional

activity (including professional deformation) is

directly related to the problem of stress. The scope of

the study of occupational stress is very wide, so it is

impossible to single out a universally recognized

concept of occupational stress.

2 different factors play a major role in the

occurrence of occupational stress:

1. Level of employment;

2. Leader's support.

The more actively a person starts work, the more

he is supported by the manager and the team, the less

stress is given to him.

Psychological Determinants of Stress and Tolerance in Pedagogical Endeavours

855

Another factor causing occupational stress is the

untimeliness of work. Working more than 50 hours a

week leads to heart disease. Timeliness of work is

observed in service workers.

One of the characteristics of professional

activities is lack of time. As the last days of the month

approach, the stress arousal level has been seen to rise

several times during the reporting period.

Occupational stress can also be influenced by

individual characteristics of a person. The most

common of them are:

• health indicator factor;

• level of professional ability;

• personality type and its direction (to itself, to

others, to activity).

It is necessary to take into account the above

during recruitment and retraining. A healthy person,

calm in his professional abilities, good-willed,

activity-oriented person is not prone to professional

stress or easily overcomes stress. A person with

opposite qualities is prone to professional stress.

In the psychological encyclopaedia of R. Corsini

and A. Auerbach, occupational stress is determined as

a result of the interaction of people and the work they

do. The obtained result reflects the occurrence of

changes that prevent people from performing normal

activities [4].

A. B. Leonova in her works describes

professional stress as a condition that arises as a

response to professional difficulties and demands

(Lomov, B. F., 1975).

Social psychologist Christina Maslach defined

occupational stress as a comprehensive phenomenon.

According to him, stress is manifested in the physical

and mental reactions of a person during work.

J. Sharit and G. Salvendi defined occupational

stress as a multidimensional phenomenon and

emphasized that it is expressed in physiological and

psychological reactions to complex working

conditions (Dodonov, B. I, 1978).

This approach, according to A.N. Zankovsky,

allows to identify the following areas of stress study

(Leonova, A. B.,2004):

a) determining which parameters of this

phenomenon correspond to the type of labour activity

under consideration;

b) to determine the "desired areas" (in terms of

subjective and objective reactions of the worker) of

each of the investigated dimensions;

c) standardizing the deviations to correlate the

responses in each studied dimension;

g) to determine the "weight" (share) of each

studied measure.

S. Kasl defines two main directions of

interpretation of the concept of "stress at work":

1) In a narrow sense, stress is excessive demands

of the environment in relation to a person's ability,

that is, the amount of work at a level that a person

cannot perform, excessiveness, excessive motivation,

stimulation, and the like;

2) In a broader sense, stress is the inconsistency

of relations in the integrated system of "person -

environment".

This system includes not only the above review,

but also the relationship between human needs and

the possibility of their satisfaction at work (in other

words, not using human potential, reduced workload,

low level of stimulation).

At this point, it should be said that this is largely

related to the problem of justice in the field of work

(the contribution should match the incentive), and this

problem is directly related to the problem of self-

esteem of the employee [9].

According to many scholars, the central concept

in the literature on occupational stress is the concept

of "control" (that is, assessment and correction).

In R.A. Karasik's scientific works devoted to the

creation of a general theory of stress in the workplace,

the following hypothesis was put forward on the basis

of research devoted to the study of control problems:

stress is caused by the interaction between two

factors, that is, responsibility and control ("work

breadth" and "psychological demands"). originates.

High-stress jobs (occupations) have such types of

work (occupation) in which an individual with great

responsibility cannot adequately control the methods

and results of tasks. "Active" professions make great

demands on a person, and also require the

implementation of a high level of control (doctors,

teachers, lawyers, managers), the author believes.

There are also professions with a high level of

control, but with relatively low requirements (or

delayed requirements): scientists, architects,

repairmen. These occupations are considered to be

the least stressful. Passive occupations (guards,

janitors) provide little opportunity for control and

make low psychological demands on the employee

(Infokava. (n.d.)). As a result, the higher the social

demands, the greater the stress.

The various approaches that we have analysed

above have analysed the factors that cause

occupational stress. Together with these scientists,

models have been developed that shed light on the

psychological mechanisms of occupational stress.

According to V.A. Bodrov, the most famous of

the many models of occupational stress is the

Michigan model (and its variants). This model was

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created at the Institute for Social Research at the

University of Michigan in the United States. This

model, reflecting the stress caused by the social

environment, reflects the characteristics of human

perception of environmental factors and its reactions,

as well as the possible consequences of this situation

on human health (Dodonov, B. I, 1978). Individual

differences and elements of the social environment

can modify these relationships.

Another model of occupational stress was

proposed by Mac Gras. According to this model, the

source of stress is an objective (real) situation, as in

the social environment model. This situation is

perceived as subjectively reflected through its

evaluation mechanism. This assessment leads to the

stage of decision-making about the manifestation of a

specific reaction. Reactions are mainly behavioural,

physiological and psychological reactions are not

combined (as in the social environment model), but

are manifested as conscious behaviour. Although

these two models are compatible with each other, they

differ in the type of final results.

According to T. Koch, the professional stress

model includes:

1) requirements for an individual;

2) individual characteristics, skills and general

abilities related to adaptation to requirements

(personal resources);

3) situational constraints affecting the adaptation

process;

4) external support.

The absolute level of demands is not decisive for

the emergence of stress. The most important thing is

the discrepancy between demand levels and personal

resources. Such a level of inconsistency can create

conditions for the development of stress or only

functional activity (strain), or in its significant

amounts (Leonova, A. B.,2004). .

The general model of professional stress is

reflected in the works of M. Smith and P. Karayan.

This model reflects the content of occupational stress

and the interdependence of its main components

(Infokava. (n.d.)).

In general, work system factors can lead to proper

stress reactions, which are moderated by personal and

cognitive characteristics. If these short-term stress

reactions become chronic, they can have many

negative consequences for health and work

performance.

All models of occupational stress have in

common that the authors tried to define the content of

stress. This is mainly done by parameters that can be

recorded.

In this regard, as N.I. Naenko noted, these

indicators can be divided into two approaches to

study.

The first approach is based on a direct comparison

of the psychological characteristics of the human

condition with physiological indicators and work

efficiency.

The second approach is based on the study of the

nature of psychological stress, the patterns of

manifestation of one or another external reaction,

which is considered as a determinant of psychological

and mental processes (Leonova, A. B., &

Kuznetsova, A. S., 2003).

A brief analysis of various theories and models of

occupational stress shows that each of them takes into

account some aspect of the multifaceted problem.

For a deeper understanding of this phenomenon,

it is necessary to further improve separate theoretical

positions, as well as a very important issue, to

combine, compare and analyse them.

The appearance of stress is determined by the

influence of extreme factors related to the

composition, organization, and conditions of the

activity on the individual.

Extreme situations are divided into short-term and

long-term types. In the short term, the reaction

programs that are always "ready" in a person are

activated. Long-term extreme situations require

adaptive restructuring of human functional systems.

In this case, reconstruction can cause subjective

unpleasant feelings and have a negative impact on

health (Leonova, A. B, 2000).

Under short-term strong extreme effects, various

signs of stress are clearly manifested. Short-term

stress is the intensive use of the "surface" flexible

resource and the simultaneous activation of the

"deep" resource. If the "surface" resources are not

enough to meet the extreme demands of the

environment, and if the speed of mobilization of

"deep" resources to compensate for the expenditure is

low, the "deep" adaptive reserve may die, despite the

fact that the "deep" adaptive reserve remains

unexploited (Lomov, B. F, 1975).

V.L.Marishuk and V.I.Evdokimov describe short-

term stress, sudden acceleration of pulse and

breathing, rhythm disturbance, sweating, pupil

diameter, sudden changes in motor reactions on the

face, acute experience, etc. mentioned Infokava.

(n.d.).

Long-term stress in activity is characterized by

the gradual mobilization and consumption of

"surface" and "deep" adaptation capabilities

(Leonova, A. B.,2004). .Given that the impact of

stress on human mental and physical health can lead

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857

to destructive situations, its elimination or prevention

poses enormous challenges for psychologists today.

The role of copping-behavioural strategies in the

formation of stress resilience in psychology is

sufficiently highlighted.

Coping-behavioural strategies serve as a

mechanism of psychological protection in

overcoming psychological stresses. Psychological

sources distinguish three components of coping-

behavioural strategies: cognitive, emotional, and

behavioural.

Cognitive coping strategies: ignoring, humility,

dissimulation, maintaining self-control, problem

analysis, relativity, religiosity, confusion, giving

meaning, setting one's own value.

Emotional coping strategies: protest, emotional

relaxation, optimism, passive cooperation, humility,

self-accusation, aggressiveness.

Behavioural coping strategies: distraction,

altruism, active avoidance, compensation,

constructive activity, retreat, cooperation,

conversion.

We have today addressed the behavioural

component of a co-opting strategy in highlighting the

role of tolerance in overcoming personal stressors. It

is in the behavioural component of the coping-

behaviour strategy that altruism manifests itself as a

coping-resource that helps a person cope with stress.

That's altruism, a person's ability to value and respect

the people around him, their interests and values, as

well as building a favourable relationship based on

mutual assistance. Proper development of this coping

resource reduces the risk of depression and increased

anxiety, and also contributes to successful adaptation

to stress.

Tolerance is the behaviour of a person who is

focused on the interests of another person or social

group and has no interest. The term tolerance was first

used by the French philosopher O. Conte as an anti-

egoism term. (Kondakov, I. M.,2007)

Tolerance acts as the basis for the socio-

psychological manifestation of humane relations,

which are expressed in such external forms of

behaviour as care, generosity, help and support of

their comrades. The mechanisms of manifestation of

tolerance, depending on the attitudes of the

personality, are different. Acts of tolerance,

determined by situational attitudes, are actualized

through actions in specific stressful situations, such

as, for example, saving a comrade at the cost of one's

life. Or, in the light of the semantic attitude, altruism

becomes a conscious value orientation, which

determines the behaviour of the individual as a whole

and turns into the meaning of his life. The real

significance of the altruistic behaviour of a person is

determined by the nature of those values that underlie

his relationships with people. The feeling of the

“shoulder of a comrade”, faith in love and support

from others, who make up the interpersonal and

supra-personal group resource of a person, are able to

mobilize and actualize his volitional resource.

From this point of view, altruism as a

psychological phenomenon embodies the aspiration

of the individual to perfection and the actions of

empathy, kindness and benevolence to overcome

tensions in interpersonal relationships, to give up

something for others. But altruism manifests itself in

a person’s behaviour in a uniquely individual way.

Accordingly, the following types of altruism are

distinguished in psychological sources:

Tolerance, which results from feelings of

sympathy and empathy, is altruistic behaviour that

results from compassion for others. This is more

likely to occur as a result of a sense of emotional

attachment to relatives, close people.

Moral tolerance is the part that acts as an "internal

censorship" of the individual. This is more likely to

be related to a person’s inner moral institutions and

conscience, beliefs.

Self-sacrifice is characterized by the self-sacrifice

of a person, and there are two sides to it: the positive

side gives a bounty to a person who is valuable to him,

and the negative side gives up on himself.

Rational tolerance is an attempt to find a balance

that does not harm one’s own interests and the

interests of others. Every altruistic movement that is

performed is observed.

F. Assizsky, who made an in-depth analysis of

individual views on altruism, analysed several

manifestations of the manifestation of altruism in the

person (Leonova, A. B, 2000):

The parental view is that it is unique to all

humanity and involves a parent taking care of their

child. This condition can also be called "parental

instinct". In some cases, this instinct is also

characterized by self-sacrifice.

Mutual assistance is the act of helping someone

without expecting the same help from them. This type

of altruism is observed among close relatives, true

friends and lovers. These actions are often influenced

by norms and social expectations.

In this form of moral tolerance, a person simply

acts on the principle of "doing good" to others, and

this is ingrained in his system of values. We often

refer to this category of individuals as volunteers.

Demonstration is an altruistic behaviour that is

performed in order to assert one's social status in

public.

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Compassion is an altruistic attempt made because

of emotional sensitivity and strong reflection on

people.

G. Spencer distinguishes 2 types of altruism:

“Justice is a social activity that is important for

maintaining social balance in society. Charity is the

act of voluntarily reaching out to others.

Tolerance in a person as a psychological

phenomenon is associated with certain altruistic

emotional experiences, attitudes, and personality

orientations that govern a person’s behaviour.

According to BI Dodonov, in order for a person to

develop an innate tendency to tolerance, he first

exhibits altruistic emotional experiences. This

situation leads to the formation of an altruistic

position in the person, the full understanding of this

process by the person leads to an altruistic orientation

in the person (Dodonov, B. I, 1978).

It also helps reduce stress levels, according to

psychologists at Yale University. A study by Emily

Ansell and her colleagues found that over a two-week

period, several dozen adults, ages 18 to 44, reported

their emotional state and what good they did in terms

of helping others in a day. ... In an article published

in Clinical Psychological Science, the authors write

that in those days when a person often helped

someone, the helping person's mood improved, and in

response to stress, he had less emotional "negativity."

Tolerance did not have to be some kind of large-

scale, it was enough to help someone figure out how

to get to the desired street, or to hold the elevator for

someone who did not have time to enter it, to pick up

something that someone dropped, etc.

There are specific aspects of the manifestation of

altruism as a psychological defence mechanism in

overcoming psychological stresses, the following

types of which are classified by E.P.Ilin:

1. Tolerant dependence;

2. Rationalization of behaviour and attitudes.

Tolerant dependence. In such a situation, the

person projects his egoistic impulses by caring for

other people and tries to satisfy his own needs

regardless of the fate of others. Here, when the

internal conflict between the needs of "I want, but I

can not have" causes stress in the person, this

psychological defence mechanism begins to manifest

itself in the form of copping-behavioural strategies.

For example, a person who is jealous of himself

because of his miserliness becomes very generous to

those close to him. In this case, the effect of psycho-

emotional stressors on the person is reduced by the

fact that the altruist's personal "I" replaces the

analogous "I" of another person. The main reason for

this is that the main stress factor is the needs in the

personal self, which are not realized under the

influence of social norms, national mental

characteristics or upbringing. As a result, when

similar needs arise in another person, the person tries

to satisfy his needs through his own selfish desires

and reduces the influence of stressogenic factors on

the psyche.

Behavioural and behavioural rationalization.

Rationalization is a protective mechanism aimed at

giving a logical explanation to human behaviour in

order to hide the original motives. In doing so, the

person creates internal stability and believes in these

“logical explanations”. In such a situation, the altruist

takes on the role of a human being who actively

intervenes in the destiny of others. At the heart of

such altruistic behaviour, in fact, is the need to strive

to control everything so that no one threatens the

personal self. This psychological defence mechanism

strengthens the subjective internal local control in a

person, allows for voluntary schematic and rational

interpretation of the situation in order to feel inner

calm and control over the situation. Emotional

experiences are hidden by a strong desire to analyse

the situation logically. This reduces the effects of

stress factors (Krech, D., Kratchfield, R., & Livson,

I., 1992).

In addition, the factors that influence the

manifestation of altruism in the form of stress-

overcoming behaviour also vary. They are:

Cognitive factors are factors that help people to

reduce the impact of stressors by learning about their

worldview, learning, and gaining personal skills and

experience. We can use Rowell Hezmann's

"Cognitive Scenario Model". According to Rauell

Hezmann's "Cognitive Scenario Model", a person is

taught to help others and to perceive social reality

without exaggerating negative emotions. Emotional

disturbances in a person are prevented by transferring

the person's cognitions related to the emotional

assessment of reality to the feelings of "caring,

helping".

Social factors are factors related to the desire to

become a member of society and feel group support.

The role of social influences in the life of the

individual and society is incomparable. It is social

interactions, i.e., social norms, sanctions, a sense of

social responsibility, and the interaction of social

roles that trigger a tendency in people to stress, and

these stresses are reduced by performing altruistic

behaviours under the influence of social factors. At

the same time, the "sense of social need" in the person

helps to avoid the negative effects of various

stressogenic effects.

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859

Psychological factors are a set of factors

associated with the psychological protection of the

personal "I" (getting rid of guilt), increasing self-

esteem, self-control, self-confidence, self-esteem.

Psychological factors in turn lead to internal conflicts

and stress. However, if feelings such as psychological

protection of the self, self-esteem, self-control, self-

confidence are formed in a positive way through the

development of altruistic motives, then this condition

in itself serves to increase the level of resistance to

stress (Ilyin, E. P, 2014).

3 THEORY AND

METHODOLOGY

The health of teaching staff and the effectiveness of

their pedagogical activities, like many professional

fields, depend on the working conditions, the

environment in the team, and professional functional

tasks. However, many studies have shown that in the

last decade, the number of stress factors associated

with pedagogical activity is increasing. Today, the

activity of pedagogues is full of psychogenic,

intellectual and emotional stress. In fact, daily

reports, issues related to coaching activities,

involvement in public works, problems related to

leader-employee relations in the team of pedagogues

do not leave time for pedagogues to engage in

pedagogical creativity, which is the cause of mental

and physical fatigue and stress in them.

When British scientists researched the

relationship between stress and professional activity,

they listed 22 professions that are prone to the most

stressful factors. The "proud third" place among the

stress-prone professions belongs to the teaching

profession.

The teaching profession is one of the professions

prone to stressful factors that require self-control and

management. Continuous changes in the

requirements for pedagogical activity, influx of new

information flow and lack of time for its assimilation,

emotional and social tension in pedagogical activity

complicate the conditions of professional activity and

cause an increase in stress among pedagogues.

Taking this into account, we set ourselves the goal of

determining the manifestation of professional stress

in pedagogues.

In our research, we have organized our work by

approaching the principles of determinism and

systematicity.

It is known that the principle of determinism

(Lat.determinare-to determine, to require) implies

that the phenomena of the material and spiritual world

are objectively legally interrelated and require each

other. Based on this principle, the idea of causation is

such that there is such a relationship between various

events that, in the case of such a relationship, when

the appropriate conditions exist, it constitutes the idea

that some event will constantly cause another event

(Karvasarsky, B. D. (Ed.).,1999). The realization of

the principle of determinism in our dissertation

research is carried out by assuming that the

emergence of professional stress based on a specific

mechanism and its representation (appearance) in a

certain form is always the result of a certain level of

influence of some social, cognitive and affectogenic

factors. is increased.

As a methodological principle of scientific

research, the principle of systematicity requires the

study of the researched objects and phenomena as a

system, which explains the characteristics of the

phenomena with the characteristics of the interaction

of the elements that make them up. This principle

requires the analysis of the subject of scientific

research to distinguish the elements that make it up as

a system and the structural functional connections

between them, to justify the levels of the system and

the factors that make up the system (Methodological

and Theoretical Issues in Psychology, 1969) The

principle of systematicity envisages implementation

of the mechanism of manifestation of professional

stress in pedagogues from the point of view of

systemic harmony. In addition, the results obtained

from the experimental tests carried out within the

framework of our research clearly show the combined

state of the manifestation of professional stress.

4 EXPERIMENTAL WORK

One of the main reasons why we chose the audience

of pedagogues as an experimental base is the high

level of moral students involved in pedagogical

activities and the high emotional load.

308 pedagogues of general secondary education

school No. 304 in Sergeli district of Tashkent city,

No. 4-24 in Pas Dargom district of Samarkand region,

No. 10-27 in Pop district of Namagan region

participated in the research.

Initially, we administered the Occupational Stress

Scale (developed by D. Fontan) in order to divide our

subjects into experimental and control groups. "The

results of the occupational stress scale were analysed

quantitatively and qualitatively. The results of the

quantitative analysis were presented in the form of a

table and a histogram.

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Table 1: Features of the manifestation of professional stress

in teachers.

Name of scales Results of the

testers

Low level of occupational stress 47.1%;

Medium level of occupational

stress

50.60%

High level of occupational stress 2.30%

From the above table, we can see that 2.3% of the

test subjects have a high level of professional stress,

that is, they have a low level of workability and high

emotional stress.

According to A.S. Shafronova, the profession of

pedagogue always requires work on oneself, focused

on the content of the activity. A large amount of

information flow in the work of a pedagogue and high

social demands placed on a pedagogue are

stressogenic factors.

The high level of professional stress in our test

subjects can be explained as follows: perception and

processing of information received through

communication with colleagues, students and their

parents, uncertainty in social roles (resulting from

excessive workload on public affairs), the large

number of assigned tasks and the inability to fulfil

them. as a result of the short duration of the training,

the pedagogue cannot allocate his time properly.

The high level of professional stress in teachers is

characterized by the intensity of the workload, the

complexity and number of assigned tasks, the

strength of cognitive stress and social control,

problems in interpersonal relationships, emotional

stress, physical discomfort, and even the pedagogue's

feeling bad.

The average level of occupational stress was

found in 50.6% of the subjects. This indicator is

related to the absence of free time as a result of

teachers being buried in full-time work, the unhealthy

atmosphere in the pedagogical team, the low level of

professional training of the pedagogue or the high

level of excessive responsibility for the assigned task.

A low level of professional stress was found in

47.1% of subjects. These examinees have important

professional qualities for pedagogues, i.e., empathy,

erudition, pedagogical thinking, intuition, ability to

improvise, observation, optimism, reflection, internal

motivation and a high need for self-development,

which reduces the tendency of pedagogues to

professional stress and ensures that they get out of

stressful situations wisely.

Our respondents with a high and average level of

occupational stress made up the experimental group.

This means stress related to the professional process

in our subjects, that is, incompatibility of relations in

the integrated system of "person - environment". This

situation includes the relationship between human

needs and the possibility of satisfying them at work

(in other words, not using human potential, reduced

workload, low level of stimulation). At this point it is

worth saying that this is largely related to the problem

of fairness in the field of work (contribution should

match the incentive), and this problem is directly

related to the problem of self-esteem of the employee.

In general, the high level of susceptibility to

occupational stress can be related to many factors.

At the next stage, in order to determine the

motivation of altruistic behaviour in the team of

pedagogues, we conducted the diagnostic

methodology of " Tolerance-Intolerance" personal

attitudes. The methodology for diagnosing "altruism-

egoism" personality disorders was conducted in the

testers, and the obtained results were analysed in

terms of quantity and quality. The results of the

quantitative analysis were presented in the form of a

table.

Table 2: Aspects related to tolerant attitudes of occupational

stress in teachers.

Scales Low level

occupatio

nal stress

Medium

level of

occupationa

l stress

High level

occupationa

l stress

Tolerant

dispositions in a

erson

52,5% 42,1% 5,4%

Intolerant

attitudes in the

erson

15,1% 30,4% 54,5%

5 DISCUSSION

As can be seen from the results, 52.5% of teachers

with a low level of professional stress have high

levels of altruistic attitudes. This situation is

determined by the fact that the rational altruism of

pedagogues is manifested at the level of professional

training. Rational altruism is determined by a person's

level of reflexive empathy, high emotional

intelligence. For this reason, among our respondents,

pedagogues with a low level of professional stress

were also observed to have high altruistic attitudes.

This situation indicates the psycho-emotional

maturity of the person and indicates his emotional

stagnation.

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5.1% of our respondents with a low level of

professional stress were found to be connected with

egoistic attitudes. If we analyse this situation from the

psychological point of view of altruism, egoism is

manifested in this category of pedagogues as a special

form of protecting the "I" of the individual.

In 42.1% of our respondents, there was a positive

correlation between the medium level of professional

stress and altruistic attitudes. In this case, it was

determined that the system of moral values, social

perception in working with children, social

identification in the system of interpersonal relations,

and altruistic attitudes in pedagogues are manifested

as a feature that provides stability to stress in

connection with the professional activity of

pedagogues. In 30.4% of our respondents of this

category, the high level of egoistic attitudes is

determined by the desire of pedagogues to act in

accordance with the students of the society and the

need to emphasize the ego due to the high motivation

of striving for success in the activity. This condition

is also manifested as a psychological protection

mechanism of the individual.

The high level of professional stress in 5.4% of

our respondents changes proportionally with

increasing professional stress, since altruistic

attitudes are often associated with the desire for social

approval. In 54.5% of the respondents, the

predominance of egoistic institutions confirms this

situation once again.

6 CONCLUSION

Based on the above analytical data, the following

conclusions can be drawn:

- stress can affect the psychophysiological and

functional state of a person and lead to various

negative consequences;

- the role of copping behaviour in reducing and

eliminating the negative effects of stress, as it

manifests itself as a syndrome of adaptation;

- by helping others, a person can alleviate the

emotional stress associated with stress.

Based on empirical data, we recommend the

following in order to prevent professional stress in

pedagogical activities:

For educators:

1. pedagogues work on themselves, increase

the level of professional competence and follow the

agenda;

2. using autogenic and relaxation exercises

once a day;

3. to get rid of the feeling of fatigue in the

body with physical exercises after a day of mental

work;

4. striving to be in a constructive position in

interpersonal relations;

5. making good use of relaxation and

felicitological functions of the family, and of course

performing laughter therapy at the end of the day.

For the leaders of the pedagogical team:

1. proper organization of work (that is, full

observance of working hours and rest hours) in order

to protect human resources in the pedagogical team;

2. conducting in-depth activities within the

framework of mental health in order to strengthen the

psychological service in education in order to ensure

the psycho-emotional health of pedagogues who are

labour subjects;

3. allocating work to employees taking into

account pedagogical seniority and age characteristics;

4. spiritual and material stimulation of the

activities of pedagogues;

5. regular organization of psychological

training aimed at improving the social and

psychological climate in the team and forming a

sanogenic mindset among pedagogues;

6. taking into account that not being able to

organize time correctly is also a stressogenic factor, it

is recommended to develop training programs and

organize special training courses on the subject of

"Time management" for pedagogues to improve the

efficiency of time management and its use.

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