Communication competence and stress resistance of teachers: correlation analysis

Abstract

Under conditions of increasing professional workload and emotional pressure, pedagogical activity requires teachers to demonstrate a high level of stress resistance and communicative competence. The purpose of this study is to identify the impact of teachers’ communicative competence and stress resistance, with particular attention to the interrelationships among emotional, social, and communicative factors, using psychological and correlational analysis.

The study involved 353 teachers from educational institutions in the city of Almaty and the Almaty region. Standardized and modified psychodiagnostic instruments were employed, including the Tromsø Social Intelligence Scale (TSIS), N. Hall’s Emotional Intelligence Test, the Communicative Social Competence (CSC) assessment, and the methodology for diagnosing motivational orientations in interpersonal communication (I.D. Ladanov, V.A. Urazaeva). Statistical data processing was conducted using Pearson’s correlation analysis in IBM SPSS Statistics v.23.

The results revealed statistically significant correlations between teachers’ emotional and social intelligence, communicative competence, and motivational orientation in interpersonal interaction. The strongest correlations were found between emotional intelligence and empathy (r = 0.589), as well as between communicative competence and interpersonal motivational orientation (r = 0.407), confirming their influence on teachers’ stress resistance. The findings contribute to pedagogical psychology by elucidating the interconnections between emotional, communicative, and social competence factors in the formation of teachers’ stress resistance and by offering new insights into the psychological mechanisms of professional adaptation.

The practical significance of the study lies in the potential application of the results in the development of preventive and corrective developmental programs for teachers aimed at enhancing emotional maturity, communicative flexibility, and stress resistance, which is particularly relevant in the context of ongoing educational system modernization.

Keywords: communication competence, emotional and social intelligence, stress resistance, teachers, psychological stability, professional stress.