The author theoretically substantiates and experimentally explores the organizational and psychological factors in the choice of coping strategies by the heads of general secondary education institutions. The research can help prevent and overcome occupational stress in general secondary education.
The thesis consists of an introduction, three parts, conclusions, and a list of references.
The first part reveals the theoretical and methodological principles of the study.
Based on the analysis of the works by foreign (Antsyferova, 1994; Bodrov, 2006; Vodopyanova, 2009; Krukova, 2010; Muzdybaev, 1998; Nartova-Bochaver, 1997; Cramer, 1998; Frydenberg, & Lewis, 2000; Lazarus, & Folkman, 1987; Miceli, & Castelfranchi, 2001 and others) and Ukrainian researchers (Karamushka, 2020; Nosenko, 2013; Olefir, 2011; Rodina, 2012; Sivograkova, 2007; Titarenko, 2009; Yarosh, 2015 and others) resechers, the author determined the content of copying strategies, their differences from psychological defence mechanisms, as well as analyzed the main coping strategy classifications and the features of active and productive coping strategies.
Drawing on the research findings obtained by researchers (Bondarchuk, 2018; Karamushka, Kredentser, Tereshchenko, 2020; Kokun, 2004; Maksymenko, Maksymenko, 2018, Serdyuk, 2020), the author discusses the role of coping strategies in personal adjustment, hardiness, well-being, and psychological health.
The author explores the essence of organizations, features of general secondary education institutions, and the management activities of the heads of general secondary education institutions (Bondarchuk, 2008; Bryukhovetska, 208; Voznyuk, 2017; Karamushka, 2000; Kolominsky, 2000; Kredentser, 2000; Syngaivska, 2009) ).
The coping strategies of heads of general secondary education institutions are determined as a set of cognitive, emotional and behavioral efforts aimed at overcoming difficulties in management activities in conditions of professional stress. Also, the author analyzes the main approaches to the analysis of psychological factors in the choice of coping strategies (dispositional, situational or dynamic, integrative, resource) and substantiates the significance of the organizational-psychological approach.
According to the organizational and psychological approach, the author built a theoretical model of organizational and psychological factors in the choice of coping strategies by heads of general secondary education institutions, which includes the following components: basic types of coping strategies of heads of general secondary education institutions; organizational and psychological factors of the meso and micro levels that influence the choice of coping strategies by heads of general secondary education institutions; organizational and psychological conditions of psychological training of heads of general secondary education institutions in using productive coping strategies.
The basic types of coping strategies of heads of general secondary education institutions were classified according to the criteria of activity-passivity and productivity-unproductivity.
According to the existing scientific approaches (Ershova, 2003; Karamushka, 2020; Krukova, 2010; Rasskazova, & Gordeeva, 2011; Lazarus, & Folkman, 1994; Bowman, & Stern, 1995; Mitchell, Cronkite, & Moos, 1983), the basic coping strategies used by heads of general secondary education institutions were divided into active and passive. According to the existing approaches (Balakshina, Bashilov, Bashilova, & Antonovsky, 2016; Frydenberg, & Lewis, 2000; Willi, & Heim, 1986) and the criterion of productivity-unproductivity, the basic coping strategies of heads of general secondary education institutions were divided into productive, relatively productive, and unproductive.
The author also analyzes in detail the content of meso level organizational and psychological factors, which may influence the choice of coping strategies by heads of general secondary education institutions. These factors include: psychological characteristics of general secondary education institutions (features of organizational development; satisfaction with different activities of the organization; management style) and organizational and functional characteristics of general secondary education institutions (location of the general secondary education institution; number of staff; organization's age).
