The ability of children in Ukraine to continue their primary education after the Russian invasion is inextricably linked to the direct providers of education – primary school teachers. This study aimed to clarify the psychological effects of the war on Ukrainian primary school teachers and their everyday educational activities, using teachers in the city of Kryvyi Rih as a case study. The research design included personal and professional data, questions on changes in students and the educational process, Psychological Stress Measure (PSM-9), Oldenburg Burnout Inventory (OLBI), Brief Resilience Scale (BRS), and Miroshnyk Teacher’s Roles Self-Assessment Scale (MiTeRoSA) integrated into an online survey conducted three months after the invasion. In the results, primary education in Ukraine during the invasion required teachers (n=495) to make significant changes in their work, namely shifts in schedules, increased workload, conducting remote lessons, providing tutoring for certain students, conducting crisis interventions with a broader range of subjects, and volunteering. The majority of the surveyed practitioners experienced considerable stress due to a significant increase in the amount of time they spent preparing their lessons. The psychological conditions of primary school teachers depended on the number of students who were expelled and new students who had been evacuated from other war-torn regions, the ability of school administrators to re-organize the work for online teaching, and perceived support from colleagues. All of these factors along with resilience were predictors of stress and burnout among teachers in wartime. Teachers experiencing burnout, especially exhaustion, high-stress scores, and low levels of resilience frequently evaluated the performance of their students with more leniency. In addition to a list of typical teachers’ roles (MiTeRoSA), teachers indicated frequently taking on the new roles of a ‘tutor’ and a ‘crisis counselor’ in response to the war.
The article represents methodological substantiation and results of approbation of the diagnostic tool for studying ofpsychological readiness of preschool age children to training at school. The presented work is a continuation of scientific research in the direction of expanding the structure of psychological readiness for school through addition of its value-semantic component, as well as creation of a tool for its measurement. In the process of developing the methodology for diagnosing the value-semantic component of the psychological readiness for learning, the author relies on the age-related psychological characteristics of a preschool age child, which are oriented toward the choice of projective technology. In addition to this, the theoretical basis for the methodology creation was the author's vision of the content of value-semantic component of psychological readiness for learning, which constitutes an activity dynamic conceptual system of ``study``, containing a set of such values: health, active and productive life, cognition, politeness, education, tenacity. The article provides a thorough description of all the stages of the methodology development, accompanied by the results of an empirical study of its accuracy, reliability, and validity. Author's methodology of studying the value-semantic readiness for learning contains two sets of twenty-four pictures in each according to the gender of the testee with the instruction to them. Based on the results of the methodology standardization, the forms for fixing the results of the study, as well as the decil norms for each component of the value-semantic readiness for learning (affective and cognitive), and its general index are presented.
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