PROFESSIONAL STRESS AND SOCIAL REPRESENTATIONS OF WORK TO DIDACTICAL WORKERS

Abstract

This research is based on the axiom that the problematics of stress among teachers in the case of theoretical or practically applicable developments addressed by specialists in various fields over time, still offers, perhaps more today than ever before, the possibility and requirement of new analysis-based and investigative openings leading to more effective stress management. They can be highlighted both theoretically and practically applicable. Following the documentation and investigative efforts, we have identified and presented three major theoretical and experimental paradigms that have enabled the state of developments on this subject to be established and the integration in this context of current models of occupational stress. The identification of stress mediators in general and those specific to teachers, as they appear characterized in the qualification literature, was the starting point for formulating hypotheses that formed the basis of the observational study. The extensive analysis of the literature on emotional stress management hasled to the surprise of important guidelines and models that have been the theoretical framework for the development of the two intervention programmes proposed in the framework of the applicable research.

Keywords

• stress
• profession
• social representation
• work
• teacher