STRESS RESISTANCE AND MEANING-IN-LIFE RESOURCES OF INTERNALLY DISPLACED TEACHERS

Abstract

The article examines stress resistance, meaning-in-life orientations, and coping strategies among teachers under prolonged war-related stress. The study compares teachers who are internally displaced persons (IDPs) with teachers without forced displacement experience and analyzes associations between stress resistance, meaning-in-life resources, and coping strategies. The sample comprised 68 teachers from general secondary education institutions: 34 teachers with IDP status and 34 teachers without displacement experience. The Meaning-in-Life Orientations Test, the Coping Inventory for Stressful Situations by N. Endler and J. Parker, and the Self-Assessment of Stress Resistance method were used. Data were analyzed using descriptive statistics, Welch’s t-test for independent samples, and Pearson’s correlation analysis. No statistically significant between-group differences were found in mean levels of stress resistance, meaning-in-life orientations, or coping strategies. However, the groups showed different patterns of significant correlations. Among internally displaced teachers, lower stress resistance was associated with higher emotion-oriented coping, avoidance-oriented coping, and distraction. Among teachers without displacement experience, higher stress resistance was positively associated with meaning-in-life indicators and social diversion. The findings indicate that stress resistance is linked to meaning-in-life and coping resources and may be considered a systemic characteristic of the subject of professional activity. The results may support the design of differentiated psychological assistance programs that take into account teachers’ displacement experience, dominant coping patterns, and available meaning-in-life resources.