ИСТИНА

The actual study was aimed to reveal the correlation between stress-resistance resources and hardiness components of teachers working under stress. The research was conducted in teachers working under long-term innovation stress related to branch specific reforms and new forms of inclusive education practical usage implementation (N=41). The assessment methods included the hardiness survey, the job stress survey (JSS), the coping questionnaire (SACS), the checklist designed to get data about coping means. The results revealed the correlation between components of hardiness, job stressors assessment, typical coping behavior models and functional state self-regulation means of teachers. The results shown that: (1) engagement as a component of hardiness is negatively related to implementation of contradictory job requirements (r=–0,317; p=0,043) and to conflicts with other organizational departments (r=–0,449; p=0,003) as intensely assessed stressors; (2) control as a component of hardiness is negatively related to implementation of new and unknown tasks necessity (r=–0,396; p=0,01), to contradiction between tasks and professional functions (r=–0,339; p=0,03), to conflicts with other organizational departments (r=–0,384; p=0,013); (3) risk taking as a component of hardiness is negatively related to implementation of unpleasant and contradictory duties (r=–0,539; p=0,00), to insults and personal affronts (r=–0,405; p=0,009), to proper management absence (r=–0,409; p=0,008) and to conflicts with other organizational departments (r=–0,372; p=0,016). The overall hardiness level negatively correlates with implementation of unpleasant and contradictory duties (r=–0,406; p=0,008), with crises situation coping (r=–0,309; p=0,05) and conflicts with other organizational departments (r=0,426; p=0,005). In other words, if the influence of these job stress factors increases, risk of hardiness level reduction will appear. The overall hardiness level (r=0,383; p=0,013) and all its components correlate with prosocial coping behaviour like social contact finding (engagement, r=0,354; p=0,034; control, r=0,333; p=0,034; risk taking, r=0,312; p=0,047). The overall hardiness level is negatively related to resource-intensive means of functional state self-regulation such as volitional effort. The data confirm: teachers with different hardiness level apply fundamentally different stress-resistance resources. These results allow to elaborate differentiated training programs for teachers targeted for: development of effective stress-resistance resources and maintaining prolonged high level of work performance.