Work in a special school as a supportive teacher of disabled children requires experience and mental resilience. The supportive teacher is exposed to a whole range of difficult behaviors of the child (i.e. psychosocial risks), including aggression, which brings many other threats with a dangerous nature (accidental). In this paper the results of research conducted among supportive teachers from one of the Polish special schools have been presented. The research contains the identification of psychosocial risks and, as a consequence, indications of ailments observed by the supportive teachers. The results of the conducted survey concern the type of threats with particular emphasis on psychosocial risks, as well as preventive activities that minimize the effects of these threats. In addition, the respondents indicated the extent of professional work on private and family life. The research tool used in this study is a questionnaire divided into three parts: hazard identification, assessment of psychosocial risks and potential effects of their occurrence, and subjective assessment of the impact of professional work on private life.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Barabashchikova V.V. Meshkova P.R. Surova D.N. 2014. Comparison of Stress Level among School Teachers in the Period of Organizational Changes. ScienceDirect Procedia – Social and Behavioral Sciences 146 375-380.
Feng l. Sass T.R. 2013. What makes special-education teacher special? Teacher training and achievement of students with disabilities. Economics and Education Review 36 122-134.
Gólcz. M. 2015. Stres w pracy. Poradnik dla pracownika. Wyd. PIP Warszawa.
Ingaldi M. Dziuba S.T. 2016. Supervisor's Assessment as an Element Effecting Technological Process in Chosen Metallurgical Company. In: 25th Anniversary International Conference on Metallurgy and Materials Ostrava Tanger 1822-1828.
Jennings P. A. Greenberg M. T. 2009. The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research 491-525.
KatzI I. Shahar B-H. 2015. What makes a motivating teacher? Teachers motivation and beliefs as predictors of their autonomy-supportive style. School Psychology International 79 575-588.
Siegrist J. 2001. Stress at Work. International Encyclopedia of the Social and Behavioral Sciences eBook ISBN: 9780080970875.
World Health Organization 2018. Mental health: a state of well-being. Retrieved from: http://www.who.int/features/factfiles/mental_health/en/(Access 12.12.2018).
Niciejewska M. Klimecka-Tatar D. 2018. Health problems among employees in small enterprises as a result of improper OHS management. MATEC Web of Conferences 183. 01012. https://doi.org/10.1051/matecconf/201818301012