TEACHERS' STRESS IN SPECIAL AND MASS EDUCATION THROUGH PSYCHOLOGICAL SECURITY PERSPECTIVE

Nowadays psychological security is a concept little studied, in which a person perceives that his environment is safe and does not present dangers and any threats. People who feel psychologically secure usually perceive that the world is emotionally secure or without emotional damage. Psychological insecurity materializes in the form of various psychological problems based on mechanisms related to psychological security. One of these mechanisms is the perception of stress in teachers who have a pressing problem in contemporary education. This article reveals the problem of the perception of stress in teachers in special and mass education in the form of a comparative study. The study was conducted on a sample of 62 teachers, including 31 special education students and 31 people in mainstream education, 31 people up to 18 years of age and 31 people with 18 years old didactic experience, aged between 27-60 years. The results of the research have allowed us to notice significant differences in stress perception among teachers with less than 18 years of age in mass education compared to teachers in special education. Teachers aged less than 18 years of special education experience stress more than those in mass education. The situation is, however, contrary to the case of teachers over the age of 18 years. In this context psychological intervention programs aimed at overcoming stress are required, taking into account the length of work and the type of education, which would allow the quality of the educational process to be increased.