Keywords
integral personality characteristic
psychological well-being
social psychology
organizational psychology
educators
How to Cite
Abstract
The article theoretically substantiates the place of stress resistance within the structure of psychological well-being of educational staff and defines it as an integral, multicomponent personal characteristic that performs a protective (buffering) function in interaction with professional and social stressors under conditions of increased social tension. It is established that stress resistance manifests through the interaction of cognitive, emotional, motivational, behavioural, and socio-resource components and ensures adaptability, self-regulation, and stability of professional activity. It is demonstrated that, according to the parameters of commitment, control, and challenge (Hardiness Survey), stress resistance contributes to reducing the intensity of the negative impact of stress-generating factors.
Empirical findings indicate that most educators experience elevated levels of stress, while statistically significant negative correlations between stress levels and components of stress resistance confirm its buffering role in preventing emotional exhaustion and professional burnout. The study reveals that the most significant resources supporting stress resistance include developed resource habits, effective coping strategies, social support, and self-regulation skills. It is proven that stress resistance is formed not only as an individual characteristic but also as a result of the interaction between personal and organisational factors, including the socio-psychological climate and management practices within the educational environment.
The results show that educators with higher levels of stress resistance demonstrate lower levels of emotional exhaustion and professional burnout, as well as higher levels of subjective psychological well-being. The findings of the author’s survey made it possible to identify high-risk groups, confirming the role of stress resistance as a key resource for maintaining effectiveness, professional stability, and job satisfaction. The results emphasise the need to develop and implement comprehensive psychological support programmes aimed at enhancing stress resistance and preventing professional burnout in the educational sector.
Keywords: stress resistance, integral personality characteristic, psychological well-being, social psychology, organizational psychology, educators.
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