Resiliência psicológica e profissional dos professores em tempos de desafios militares
estratégias de desenvolvimento e mecanismos de apoio
DOI:
https://doi.org/10.22633/rpge.v29iesp4.20777Palavras-chave:
Resiliência profissional, Resiliência docente, Esgotamento emocional, Ansiedade, Apoio psicossocialResumo
O texto analisa a resiliência profissional de professores em contexto de guerra, destacando seu papel essencial para a estabilidade educacional e o bem-estar comunitário. Em cenários de conflito, docentes acumulam funções pedagógicas, emocionais e sociais, o que provoca estresse crônico, sobrecarga e falta de apoio institucional. O estudo realiza uma generalização analítica de abordagens científicas e práticas sobre o tema, utilizando análise de conteúdo, comparativa e analítico-sintética, além de dados quantitativos. Os resultados mostram que 70% dos professores ucranianos apresentam alto esgotamento emocional, 96% carecem de recursos para atender às necessidades socioemocionais dos alunos e quase metade vive ansiedade contínua. Intervenções como treinamentos psicoeducacionais, programas psicossociais e grupos de apoio reduzem ansiedade e esgotamento e aumentam a confiança profissional. Conclui-se que a resiliência docente é sistêmica e deve integrar políticas educacionais e estratégias nacionais de recuperação.
Downloads
Referências
Agapova, O., Abuseridze, G., Svintsytskyi, A., & Grasis, J. (2024). Building resilience of Ukrainian universities in the face of military intervention: Exploring forms and implication. Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference, 4, 15–20. https://doi.org/10.17770/etr2024vol4.8243
Alan, B., & Güven, M. (2022). Determining generic teacher competencies: A measurable and observable teacher competency framework. International Journal of Psychology and Educational Studies, 9(2), 308–331. https://doi.org/10.52380/ijpes.2022.9.2.472
Banit, O., & Merzlyakova, O. (2023). Identifying key strategies for the resilience of Ukrainian teachers in wartime. European Humanities Studies: State and Society, 1(1), 4–23. https://doi.org/10.38014/ehs-ss.2023.1.01
Bernarto, I., Bachtiar, D., Sudibjo, N., Suryawan, I. N., Purwanto, A., & Asbari, M. (2020). Effect of transformational leadership, perceived organizational support, and job satisfaction toward life satisfaction: Evidence from Indonesian teachers. International Journal of Advanced Science and Technology, 29(3), 5495–5503. https://www.researchgate.net/publication/340006679
Budnyk, O., & Saydak-Burska, A. (2023). Pedagogical support for Ukrainian children affected by war: The readiness of future teachers to work in crisis conditions. A comparative analysis of research results in Ukraine and Poland. Bulletin of the Vasyl Stefanyk Precarpathian National University, 10(3), 16–31. https://doi.org/10.15330/jpnu.10.3.16–31
Chikantsova, O. A. (2025). Resilience as a personal resource for Ukrainians in conditions of martial law. Journal of Contemporary Psychology, 2(37), 146–153. https://lib.iitta.gov.ua/id/eprint/746187
Chikantsova, O., & Gutsol, K. (2022). Psychological foundations of developing personal resilience during the COVID-19 pandemic. National Academy of Pedagogical Sciences of Ukraine, G. S. Kostiuk Institute of Psychology. https://lib.iitta.gov.ua/id/eprint/732913/1/Практичний%20посібник.pdf
Ciobanu, R. K. (2024). The impact of mobile and online learning on the war in Ukraine. Informatica Economica, 28(2), 72–81. https://doi.org/10.24818/issn14531305/28.2.2024.06
Clark, J. N. (2024). Resilience as a ‘concept at work’ in the war in Ukraine: Exploring its international and domestic significance. Review of International Studies, 50(4), 720–740. https://doi.org/10.1017/S0260210524000305
Fullerton, D. J., Zhang, L. M., & Kleitman, S. (2021). An integrative process model of resilience in an academic context: Resilience resources, coping strategies, and positive adaptation. PLOS ONE, 16. https://doi.org/10.1371/journal.pone.0246000
Galynska, O., & Bilous, S. (2022). Distance learning during wartime: Challenges for higher education in Ukraine. International Scientific Journal of Education and Linguistics, 1(5), 1–6. https://doi.org/10.46299/j.isjel.20220105.01
Handzilevska, H. B., & Kondratyuk, V. V. (2021). Resources and barriers to the informational and psychological security of primary school teachers in the context of online learning: A resilience approach. Scientific Notes of Ostroh Academy National University: Psychology Series, 12, 35–40. https://doi.org/10.25264/2415-7384-2021-12-35-40
Hyland, P., Vallières, F., Shevlin, M., Karatzias, T., Ben-Ezra, M., McElroy, E., Vang, M. L., Lorberg, B., & Martsenkovskyi, D. (2023). Psychological consequences of war in Ukraine: Assessing changes in mental health among Ukrainian parents. Psychological Medicine, 53(15), 7466–7468. https://doi.org/10.1017/S0033291723000818
Karamushka, L., Kredentser, O., Tereshchenko, K., Lagodzinska, V., Ivkin, V., & Kovalchuk, O. (2022). Features of mental health of staff in educational and scientific organizations in wartime. Organizational Psychology: Economic Psychology, 1(25), 62–74. https://doi.org/10.31108/2.2022.1.25.7
Koval, O., Fomina, I., Golub, I., & Ozerov, D. (2024). Resilience in the changed conditions of educational and professional training of future specialists of a socionomic profile. Insight: The Psychological Dimensions of Society, 11, 204–221. https://doi.org/10.32999/2663-970X/2024-11-11
Krummenacher, I., Hascher, T., Mansfield, C., Beltman, S., Mori, J., & Guidon, I. (2024). Navigating the paradox between professional challenges and teacher well-being: The role of strategies within the resilience process. Frontline Learning Research, 12(4), 85–112. https://doi.org/10.14786/flr.v12i4.1211
Kuzikova, S. B., & Shcherbak, T. I. (2023). Resilience as an adaptive resource of the individual in the reality of life uncertainty. Sloboda Scientific Journal Psychology, 2, 24–29. https://doi.org/10.32782/psyspu/2023.2.4
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: A mediation model. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1185079
Lordos, A., Christou, G., Yarema, B., Dryga, A., Petrou, A., & Symeou, M. (2024). The school preparedness toolkit: Building systemic resilience in Ukrainian schools through a self-assessment digital platform. ADV Research in Science, 5, 105–122. https://doi.org/10.1007/s42844-023-00108-x
Mamchur, L., Shuppe, L., Barkasi, V., Bykova, M., & Bodnaruk, I. (2023). The essence and specifics of organizing teachers’ training for children with disabilities. Amazonia Investiga, 12(71), 149–161. https://doi.org/10.34069/AI/2023.71.11.13
Martynets, L., Shyba, A., Kochetkova, I., Krupey, K., & Rud, A. (2024). The impact of war on the development of higher education in Ukraine: The experience of EU countries. Academia, 35(36), 28–49. https://doi.org/10.26220/aca.5001
Melenyshyn, N., & Stupak, H. (2023). Preparing primary school teachers for working in wartime situations. Bulletin of Science and Education, 6(12), 523–536. https://doi.org/10.52058/2786-6165-2023-6(12)-523-536
Ministry of Education and Science of Ukraine. (2024). War and education: 2 years of full-scale invasion: Research report. https://mon.gov.ua/static-objects/mon/sites/1/news/2024/02/10/Report.War.and.education.Two.years.of.full.scale.invasion.2024.eng-10.02.2024.pdf
Morganstein, J. C., Bromet, E. J., & Shigemura, J. (2023). The neuropsychiatric aftermath of exposure to weapons of mass destruction: Applying historical lessons to protect health during the war in Ukraine. Psychological Medicine, 53(11), 5353–5355. https://doi.org/10.1017/S0033291722002872
Nadyukova, I., & Frenzel, A. C. (2025). Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study. Teaching and Teacher Education, 157. https://doi.org/10.1016/j.tate.2025.104941
Organisation for Economic Co-operation and Development. (2023). Education at a glance 2023: OECD indicators. OECD Publishing. https://doi.org/10.1787/e13bef63-en
Organisation for Economic Co-operation and Development. (2024). Social and emotional skills for better lives: Findings from the OECD survey on social and emotional skills 2023. OECD Publishing. https://doi.org/10.1787/35ca7b7c-en
Prib, H. A., Beheza, L. E., Markova, M. V., Raievska, Y. M., Lapinska, T. V., & Markov, A. R. (2023). Psycho-emotional burnout of the personality in the conditions of war. Journal of Intellectual Disability: Diagnosis and Treatment, 11(1), 36–46. https://doi.org/10.6000/2292-2598.2023.11.01.5
Prib, H., & Bobko, O. (2023). Psychological characteristics of entrepreneurs working in stress-related conditions. Scientific Bulletin of Mukachevo State University: Series Pedagogy and Psychology, 9(2), 57–67. https://doi.org/10.52534/msu-pp2.2023.57
Pustovoichenko, D., Matkivskyi, M., Petrovska, K., Kornieva, I., & Solomakha, O. (2024). Education and resilience in the context of war: Challenges and solutions in Ukraine. Futurity Education, 4(4), 240–256. https://doi.org/10.57125/FED.2024.12.25.16
Sharifian, M. S., Hoot, J. L., Shibly, O., & Reyhanian, A. (2023). Trauma, burnout, and resilience of Syrian primary teachers working in a war zone. Journal of Research in Childhood Education, 37(1), 115–135. https://doi.org/10.1080/02568543.2022.2076267
Sushko, P., & Prokhorenko, L. (2024). Analysis of the activity of inclusive resource centres in Ukraine in war conditions. Special Child: Educ Upbringing, 114(2), 7–30. https://doi.org/10.33189/ectu.v114i2.172
Tashkinova, O., & Ponomaryova, L. (2024). Professional resilience of educators in Ukrainian higher education institutions during the war: Pathways for support and development. Social Work and Social Education, 2(13), 120–129. https://doi.org/10.31499/2618-0715.2(13).2024.316717
Tovstukha, O. (2022). Psychological and pedagogical conditions for organising inclusive educational space in higher education institutions. Bulletin of Luhansk Taras Shevchenko National University. Pedagogical Sciences, 1(349), 250–259. https://doi.org/10.12958/2227-2844-2022-1(349)-2-250-259
United Nations Educational, Scientific and Cultural Organization. (2025). Education for Ukrainian refugee learners in European host countries. UNESCO. https://www.unesco.org/en/ukraine-war/education
World Health Organization. (2025). Three years of war: Rising demand for mental health support, trauma care and rehabilitation. https://www.who.int/europe/news/item/24-02-2025-three-years-of-war-rising-demand-for-mental-health-support-trauma-care-and-rehabilitation
Zhang, S., & Luo, Y. (2023). Review on the conceptual framework of teacher resilience. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1179984
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Revista on line de Política e Gestão Educacional
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Manuscritos aceitos e publicados são de propriedade da Revista on line de Política e Gestão Educacional. É vedada a submissão integral ou parcial do manuscrito a qualquer outro periódico. A responsabilidade do conteúdo dos artigos é exclusiva dos autores. É vedada a tradução para outro idioma sem a autorização escrita do Editor ouvida a Comissão Editorial Científica.
