Levels of Adaptation of the Body’s Regulatory Systems and the Psycho-Emotional State of General-Education School Teachers Depending on the Teaching Workload

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Introduction. In today’s world, working activities require varying degrees of psychophysiological effort from different individuals. The aim of this study is to conduct a comprehensive investigation into the levels of adaptation of the regulatory systems and the psycho-emotional state of general-education school teachers, as conditioned by their teaching workload. Materials and methods. The study involved 205 teachers with varying levels of teaching workload from general education schools of Lipetsk, of them 20 men (9.8 per cent) and 185 women (90.2 per cent). Cardiointervalogram data were recorded, followed by an analysis of heart rate variability (HRV), using a hardware and software package from the company “Neurosoft” (Ivanovo, Russia). To assess the teachers’ current mental state and to identify individual behavioural patterns formed by professional demands, the WAM (Wellbeing, Activity, Mood) method and the AVEM questionnaire (Questionnaire on Work-Related Behaviour and Experiences) were used. KEYWORDS Results. It was found that, from the perspective of autonomic regulation and psycho-emotional state, as assessed by the WAM test, a workload of 1.5 full-time equivalents is the most favourable for teaching practice, whilst a workload of 1.75 full-time equivalents represents a threshold beyond which most teachers experience autonomic maladjustment. The AVEM assessment revealed a predominance of Type A behaviour among teachers, associated with negative consequences for mental well-being, and the least pronounced “economical” Type S behaviour. Conclusion. It is recommended that the maximum teaching workload for teachers be set at 1.75 full-time equivalents, eliminating the practice of working 2 or more full-time equivalents, as leading to autonomic maladaptation. Regular screening of teachers’ psycho-emotional state should be introduced. It is advisable to include criteria for optimal and threshold workloads in the collective agreement, as well as to organise a system of psychological support for teachers.