Comparison of Kaunas and Punskas gymnasium teachers, affected by different kinds of stress, emotional exhaustion, social frustration and emotional hardiness

Work’s subject: stress, social frustration, emotional exhaustion, emotional hardiness in teachers’ work. So far there is no nonfiction literature which would present complex research concerning stress at teachers work. Numerous researches helped to explore only the level of stress but not stress itself. While doing this research I was trying to explain what are the reasons of experienced stress levels and what kind of consequences cause it. A lot of scientific researches credibly identify specific teaching process of stressor and there’s negative affection on teachers health and welfare. Psychical process of stress develops syndrome of emotional exhaustion theory. In teachers’ work important is that emotional frustration changes psychical stress at affected person and unmeant reaction to stressor. Deliberate options of overcoming stress concerns with identification of it, which let us to control stressful events effect and training hardiness of stress. On the way of changing people’s behavior reaction to stress in interpersonal relations it is important to form their self-respect. Hardiness of stress at work higher person’s pleasure of his/her job. Purpose of the research – to examine and evaluate teachers of Kaunas and Punskas gymnasiums affected by stress, emotional exhaustion, social frustration and emotional hardiness. 1. Evaluation of teachers working in Kaunas and Punskas gymnasiums affected by different levels of stress, emotional exhaustion, social frustration and emotional hardiness 2. Comparison of Kaunas and Punskas teachers experienced stress level, social frustration, emotional exhaustion and hardiness 3. Comparison of different stress levels experienced by teachers social frustration, emotional exhaustion and hardiness Hypothesis: 1. Teachers whose stress level is higher experience not only higher social frustration, emotional exhaustion and emotional hardiness. Results. Evaluated teachers stress level was as follows: 2% of examined Punskas teachers experience lesser, 31% medium, 13% high stress level. 3% of examined Kaunas teachers experience lesser, 22% medium, 29% high stress level. Evaluated emotional exhaustion syndrome level was as follow: 38% of examined Punskas teachers syndrome is non-formed, at 10% of them is developing, 22% of examined Kuanas teachers syndrome is non-formed, at 28% of them is developing and 4% of teachers emotional exhaustion syndrome is formed. Evaluated emotional hardiness was as follow: 32% examined Punskas teachers is emotional steady, 10% states that theirs emotional impressions are important, at 10% of teachers nervous system can appear unbalanced symptoms. Evaluated Punskas teachers stress experience average is 27,36 (s = 6,29); evaluated Kaunas teachers stress experience average is 29,79 (s = 8,20); statistically there is no significant relation (p>0,05). Evaluated Punskas teachers social frustration’s level average is 1,15 (s = 0,37); evaluated Kaunas teachers social frustration‘s level average is 1,39 (s = 0,40). Research results showed that Kaunas teachers experience higher social frustration level than Punskas teachers (Z = -2,888); this difference statistically is significant (p0,05). In comparison to different stress level with experience social frustration. Research results showed that Kaunas teachers whose stress level is low experience low level of social frustration (p0,05). Comparing emotional exhaustion with Punskas And Kaunas teachers having different stress level results did not show statistically significant relation (p>0,05)