SOURCES OF STRESS AMONG STUDENTS AND TEACHERS IN PRIMARY SCHOOLS IN MACEDONIA AND METHODS FOR PREVENTION AND DEALING WITH STRESS
SOURCES OF STRESS AMONG STUDENTS AND TEACHERS IN PRIMARY SCHOOLS IN MACEDONIA AND METHODS FOR PREVENTION AND DEALING WITH STRESS

Summary/Abstract: The beginning of formal education and starting first grade is definitely the most stressful period in the life of the child, his parents and even the teacher. During this period, each of the participants in the education process has their own fears and expectations. On the one hand, there are the students who, after the comfort of the kindergarten as a preparatory institution before starting school, come to a totally new, unknown environment (for which they are not ready either), on the other hand, there are the teachers with curricula and programs that need to be implemented and finally, as indirect participants, parents who have their own ideas and expectations from their children (students) and teachers. The subject of this theoretical research was to gain knowledge about what are the biggest sources of stress among students and teachers in primary schools in Macedonia, what are the state strategies and trainings for dealing with stress and what methods of dealing with and prevention are applied in schools, and are intended for students and teachers. Through the analysis of the data from the research conducted in the past period, it is evident that the sources of stress among teachers and students differ. Тhe most common sources of stress among students are peer relationships (aggressiveness, insults, belittling), the climate in the school, grades and poor support from parents. Тhe situation with teachers is not any better, they experience stress most often due to dissatisfaction with working conditions, undisciplined students, increased administrative work imposed by frequent changes in curricula and new concepts of education. Neither one nor the other receives the help and support they need to cope with the difficulties. Through the analysis of the data, the future for both students and teachers is not pleasant. The recommendations are to get much more involved in developing programs to deal with and prevent low self-esteem, poor self-image, fear of failure, emotional problems that occur among students, as well as the stigma of seeking professional help, as well as increasing workshops to improve social interaction and communication between peers in order to reduce depression, loneliness, rejection, sadness and feelings of emptiness. Improving the working conditions of teachers, starting with teaching aids, timely training in professional competencies (especially for working with students with special needs), stress management workshops, increased cooperation with professional services, and a number of other seemingly minor shortcomings are of paramount importance for supporting the main bearers of the educational process - teachers.

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