Stress is defined as a set of physical, physiological, and psychological responses to environmental demands, which manifest in various symptoms such as insomnia, fatigue, headaches, anxiety, irritability, and feelings of overload. Stress can be managed through various strategies, including relaxation techniques, physical activity, and other forms of self-help.
In modern times, the most common causes of stress include financial issues, work, family, interpersonal relationships, life changes, health concerns, and often an individual’s own thoughts. The COVID-19 pandemic, which began in late 2019 in China and spread worldwide in 2020, significantly affected society as well as the field of education. In Slovenia, the COVID-19 epidemic was declared several times, and numerous restrictive measures were introduced, including the temporary closure of kindergartens, which significantly changed the organization of work of preschool teachers and the implementation of the educational process.
The aim of the bachelor’s thesis titled COVID-19 as a Stress Factor among Preschool Teachers was to determine how the COVID-19 pandemic and the resulting changes in pedagogical work affected preschool teachers’ experience of stress and their coping strategies. The study involved 108 preschool teachers from various kindergartens across Slovenia. Data were collected using an online questionnaire distributed to kindergartens. The research examined how the COVID-19 pandemic affected pedagogical work in kindergartens, the level of stress experienced during the pandemic, how stress was manifested, how preschool teachers coped with stress during the pandemic, and how stress levels differed between the pandemic period and the post-pandemic school year 2022/2023.
The results showed that the content of pedagogical work did not change significantly during the pandemic; however, the organization of work, communication, and working conditions were strongly affected due to epidemiological measures such as kindergarten closures, work in restricted groups, and strict hygiene protocols. Nearly half of the respondents (49%) reported higher levels of stress during the pandemic, which decreased for most participants after its conclusion. The main sources of stress included work disorganization, unpredictable circumstances, additional safety measures, and fear of infection for themselves and their relatives.
Stress among preschool teachers was mainly expressed through emotional tension, anxiety, irritability, concentration difficulties, and physical symptoms such as sleep disturbances and muscle tension. The most commonly used coping strategies were active approaches such as physical activity, walking, and reading, while social support was reduced due to restrictions.
The findings indicate that the COVID-19 pandemic represented a significant stress factor affecting both the work and psychological well-being of preschool teachers. The study highlights the importance of organizational support, effective communication, and mental health care for employees, and contributes to a better understanding of how preschool teachers respond in crisis situations. The results may serve as a basis for improving working conditions and support systems in educational institutions in the future.
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