Psychological safety of teachers of special needs schools located at different distances from the territorial center of the federal subject (region)
DOI:
https://doi.org/10.33910/2686-9527-2023-5-2-185-193Keywords:
psychological safety, educational environment, teachers, special needs schools, remoteness from the territorial centerAbstract
Introduction. The psychological health and well-being of students at all stages of their development is a priority task of the education system. This is particularly important for students of special needs schools, who require a special and careful attitude which is possible only in a psychologically safe educational environment. There is evidence that the degree of psychological safety of the educational environment affects the psychological well-being of teachers and, through them, the psychological state of students. Prior research established that the level of psychological safety of teachers of secondary vocational schools has significant differences depending on the distance from the territorial center of the region. Teachers of secondary vocational schools from more remote educational organizations have a higher level of psychological safety. The present study aims to ascertain if such differences apply to teachers of special needs schools.
Materials and Methods. The sample included 555 teachers of special needs schools. The respondents were divided into two groups depending on the distance of their school from the territorial center of the region. The level of psychological safety was measured using the Psychological Safety of the School Educational Environment test by I. A. Baeva.
Results. All respondents report a high level of psychological safety in the educational environment. The level of psychological safety of teachers working in less remote special needs schools is significantly higher than that of teachers from more remote schools. The analysis of variance confirmed that the level of the teachers’ psychological safety depends on the remoteness of the special needs school from the territorial center of the region.
Conclusions. The results indicate that it is important to take into account the type of educational institution and its remoteness from the territorial center in the development of psychological support programs for teachers.
References
ЛИТЕРАТУРА
Апанасенко, С. С., Хоженоева, А. Н. (2021) Обеспечение психологически безопасной и комфортной среды в «Специальной (коррекционной) общеобразовательной школе № 3» г. Улан-Удэ. Вестник БГУ. Образование. Личность. Общество, № 2, с. 4–9. https://doi.org/10.18101/2307-3330-2021-2-4-9
Баева, И. А. (ред.). (2006) Обеспечение психологической безопасности в образовательном учреждении. СПб.: Речь, 288 с.
Баева, И. А., Кондакова, И. В. (2020) Взаимовлияние психологической безопасности образовательной среды и благополучия педагогов коррекционных школ. Герценовские чтения: психологические исследования в образовании, Вып. № 3. с. 51–58. https://doi.org/10.33910/herzenpsyconf-2020-3-3
Киселева, Л. С. (2020) Факторы благополучия российского населения: региональные особенности. Социодинамика, № 5, с. 69–78. https://doi.org/10.25136/2409-7144.2020.5.32984
Лактионова, Е. Б. (2013) Психологическая экспертиза образовательной среды. СПб.: Книжный Дом, 287 с.
Малыгина, Т. А., Кудрявцев, В. А. (2020) Эмоциональное выгорание как один из факторов развития патогенного мышления. Вопросы науки и образования, № 5 (109), с. 36–46.
Суннатова, Р. И. (2020) Личностные и коммуникативные качества педагогов, предопределяющие субъект- субъектное взаимодействие с обучающимися. Известия Саратовского университета. Новая серия. Серия: Акмеология образования. Психология развития, т. 9, № 3, с. 215–224. https://doi.org/10.18500/2304-9790-2020-9-3-215-224
Тарасов, С. В., Баева, И. А., Кондакова, И. В. (2022) Ценностные ориентации и психологическая безопасность педагогов в образовательных организациях, расположенных на разной удаленности от территориального центра субъекта РФ. Известия Российского государственного педагогического университета им. А. И. Герцена, № 204, с. 164–178. https://doi.org/10.33910/1992-6464-2022-204-164-178
Торикова, Е. Ф. (2021) Организационно-психологические условия профилактики профессионального стресса педагогов специальной общеобразовательной (коррекционной) школы-интерната. Проблемы современного педагогического образования, № 71-2, с. 465–468.
Bas, S., Tabancali, E. (2020) Correlations between teachers’ personality, psychological safety perception and teacher voice. Eurasian Journal of Educational Research, vol. 20, no. 85, pp. 185–204.
Chen, J., Zheng, W., Jiang, B. (2022) The impact of moral leadership on physical education teachers’ innovation behavior: The role of identification with leader and psychological safety. Frontiers in Psychology, vol. 13, article 1030245. https://doi.org/10.3389/fpsyg.2022.1030245
Sagnak, M. (2017) Ethical leadership and teachers’ voice behavior: The mediating roles of ethical culture and psychological safety. Educational Sciences: Theory and Practice, vol. 17, no. 4, pp. 1101–1117. https://doi.org/10.12738/estp.2017.4.0113
REFERENCES
Apanasenko, S. S., Khozhenoyeva, A. N. (2021) Obespechenie psikhologicheski bezopasnoj i komfortnoj sredy v “Spetsial’noj (korrektsionnoj) obshcheobrazovatel’noj shkole № 3” g. Ulan-Ude [Providing psychologically safe and comfortable environments in Special (remedial) Secondary General School no. 3]. Vestnik BGU. Obrazovaniye. Lichnost’. Obshchestvo — BSU Bulletin. Education. Personality. Society, no. 2, pp. 4–9. https://doi.org/10.18101/2307-3330-2021-2-4-9 (In Russian)
Baeva, I. A. (ed.). (2006) Obespechenie psikhologicheskoj bezopasnosti v obrazovatel’nom uchrezhdenii [Ensuring psychological safety in an educational institution]. Saint Petersburg: Rech Publ., 288 p. (In Russian)
Baeva, I. A., Kondakova, I. V. (2020) Vzaimovliyanie psikhologicheskoj bezopasnosti obrazovatel’noj sredy i blagopoluchiya pedagogov korrektsionnykh shkol [Mutual influence of psychological security of the educational environment and well-being of special education school teachers]. Gertsenovskie chteniya: psikhologicheskie issledovaniya v obrazovanii — The Herzen University Studies: Psychology in Education, iss. 3, pp. 51–58. https://doi.org/10.33910/herzenpsyconf-2020-3-3 (In Russian)
Bas, S., Tabancali, E. (2020) Correlations between teachers’ personality, psychological safety perception and teacher voice. Eurasian Journal of Educational Research, vol. 20, no. 85, pp. 185–204. (In English)
Chen, J., Zheng, W., Jiang, B. (2022) The impact of moral leadership on physical education teachers’ innovation behavior: The role of identification with leader and psychological safety. Frontiers in Psychology, vol. 13, article 1030245. https://doi.org/10.3389/fpsyg.2022.1030245 (In English)
Kiseleva, L. S. (2020) Faktory blagopoluchiya rossijskogo naseleniya: regional’nye osobennosti [Factors of well-being of the Russian population: Regional features]. Sotsiodinamika — Sociodynamics, no. 5, pp. 69–78. https://doi.org/10.25136/2409-7144.2020.5.32984 (In Russian)
Laktionova, E. B. (2013) Psikhologicheskaya ekspertiza obrazovatelnoj sredy [Psychological examination of the educational environment]. Saint Petersburg: Knizhnyj Dom Publ., 287 p. (In Russian)
Malygina, T. A., Kudryavtsev, V. A. (2020) Emotsional’noe vygoranie kak odin iz faktorov razvitiya patogennogo myshleniya [Emotional burnout as one of the factors in the development of pathogenic thinking]. Voprosy nauki i obrazovaniya — Problems of Science and Education, no. 25 (109), pp. 36–46. (In Russian)
Sagnak, M. (2017) Ethical leadership and teachers’ voice behavior: The mediating roles of ethical culture and psychological safety. Educational Sciences: Theory and Practice, vol. 17, no. 4, pp. 1101–1117. https://doi.org/10.12738/estp.2017.4.0113 (In English)
Sunnatova, R. I. (2020) Lichnostnye i kommunikativnye kachestva pedagogov, predopredelyayushchie sub’ekt-sub’ektnoe vzaimodejstvie s obuchayushchimisya [Personal and communicative qualities of teachers, defining the subject-subject interaction with students]. Izvestiya Saratovskogo universiteta. Novaya seriya. Seriya: Akmeologiya obrazovaniya. Psikhologiya razvitiya — Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, vol. 9, no. 3, pp. 215–224. https://doi.org/10.18500/2304-9790-2020-9-3-215-224 (In Russian)
Tarasov, S. V., Baeva, I. A., Kondakova, I. V. (2022) Tsennostnye orientatsii i psikhologicheskaya bezopasnost’ pedagogov v obrazovatel’nykh organizatsiyakh, raspolozhennykh na raznoj udalennosti ot territorial’nogo tsentra sub’ekta RF [Values and psychological safety of teachers in educational organisations located at different distances from the administrative centres of russia’s regions]. Izvestiya Rossijskogo gosudarstvennogo pedagogicheskogo universiteta im. A. I. Gertsena — Izvestia: Herzen University Journal of Humanities & Sciences, no. 204, pp. 164–178. https://doi.org/10.33910/1992-6464-2022-204-164-178 (In Russian)
Torikova, E. F. (2021) Organizatsionno-psikhologicheskie usloviya profilaktiki professional’nogo stressa pedagogov spetsial’noj obshcheobrazovatel’noj (korrektsionnoj) shkoly-internata [Organizational and psychological conditions for the prevention of professional stress for teachers of a special general education (correctional) boarding school]. Problemy sovremennogo pedagogicheskogo obrazovaniya — Problems of Modern Pedagogical Education, no. 71-2, pp. 465–468. (In Russian)
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Irina A. Baeva, Irina V. Kondakova
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The work is provided under the terms of the Public Offer and of Creative Commons public license Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). This license allows an unlimited number of persons to reproduce and share the Licensed Material in all media and formats. Any use of the Licensed Material shall contain an identification of its Creator(s) and must be for non-commercial purposes only.
