EMOTIONAL REACTIONS AND COPING WITH DIFFICULT SITUATIONS AS INDICATED BY ELEMENTARY SCHOOL TEACHERS
EMOTIONAL REACTIONS AND COPING WITH DIFFICULT SITUATIONS AS INDICATED BY ELEMENTARY SCHOOL TEACHERS

Summary/Abstract: Introduction: In today's school, the changes that are taking place in society are being felt acutely. Nowadays, the number of students with various special educational needs who come to school has increased significantly. There are students with disabilities or children of foreigners who experience long-term burden of (untreated) disease. Teachers face many difficult situations, which involves emotional engagement. They have to make decisions about how to react to the stress they themselves are experiencing. If these ways of reacting allow them to solve the problem, there is an increase in their professional skills. In contrast, focusing on emotions and avoiding problems limits their professional development. Research Aim: The main objective of the study was to investigate emotions and response strategies to difficult situations, as indicated by elementary school teachers. Method: The study employed a quantitative strategy, using a diagnostic survey method. The surveyed teachers (100 individuals) were asked to indicate frequently and most frequently experienced emotions and ways they responded to difficult situations (a Likert scale was used here). Results: The analysis of the results was based on the transactional theory of stress (Lazarus & Folkman). The data obtained show that teachers most often indicated experiencing positive emotions, such as empathy and curiosity. They less often chose emotions indicating a sense of threat or indifference, and only occasionally emotions related to a sense of harm or loss. Respondents indicated that they use problem-solving-oriented strategies in stressful situations, most often in the form of seeking support and cooperation. Conclusions: The emotions associated with difficult situations at school most often indicated by teachers are positive. They lead to the search for solutions, which supports their professional development. Respondents also point to deficiencies in classroom equipment and salaries. The results of the study are to be used to organize support for teachers to work in diverse inclusive education classrooms.

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