Formation of tolerance to professional stress in leaders of secondary education institutions

The article is devoted to the problem of occupational stress in the management activity of the heads of secondary education institutions. The features of managerial activity that can cause stress are characterized. The importance of professionally important qualities of the head of a secondary education institution, in particular, tolerance to occupational stress is revealed. The concept of occupational stress is analyzed, the personal, behavioral characteristics and individual characteristics of the manager influencing the occurrence of occupational stress are determined. It is emphasized that tolerance to occupational stress allows the manager to self-organize in the conditions of stress, to withstand the strong negative emotional influences that cause high mental tension, since the activity of the leader takes place in the conditions of considerable psychological stress. The relation of professional stress tolerance of managers with the success of their professional activity is shown. The levels of tolerance to occupational stress in the heads of secondary education institutions are defined and characterized: high, medium, low. The results of the empirical study of the features of the formation of tolerance to the professional stresses of the heads of secondary education institutions are presented. Insufficient level of formation of tolerance to occupational stress tolerance in the studied heads of secondary education institutions was revealed. The peculiarities of the formation of tolerance to the professional stresses of the subjects, depending on the type of educational institution headed by the investigated managers, are revealed. The expediency of promoting the development of tolerance to the professional stresses of the heads of secondary education institutions in the process of vocational training (higher education) and in postgraduate education (advanced qualifications) was stated. he necessity to optimize the work of the school psychological service for providing organizational and psychological support for the development of the specified quality at the level of educational organization, groups, and personality was emphasized.