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DOI: https://doi.org/10.34069/AI/2022.58.10.20
How to Cite:
Bilozerska, S., Leshchenko, I., Cherusheva, H., Roksoliana, B., & Ushakova, I. (2022). Psychological health of personnel of
educational and scientific organizations under conditions of war (Ukrainian experience). Amazonia Investiga, 11(58), 186-193.
https://doi.org/10.34069/AI/2022.58.10.20
Psychological health of personnel of educational and scientific
organizations under conditions of war (Ukrainian experience)
Salud psicológica del personal de organizaciones educativas y científicas en condiciones de
guerra (Experiencia Ucraniana)
Received: October 10, 2022 Accepted: November 15, 2022
Written by:
Svitlana Bilozerska82
https://orcid.org/0000-0001-9636-1756
Iryna Leshchenko83
https://orcid.org/0000-0001-9088-2075
Halyna Cherusheva84
https://orcid.org/0000-0001-9652-0913
Bukliv Roksoliana85
https://orcid.org/0000-0002-3837-5794
Iryna Ushakova86
https://orcid.org/0000-0002-5758-2799
Abstract
Open Russian aggression against Ukraine, which
began on February 24, 2022, quite predictably
had a negative impact on the whole Ukrainian
society. At the same time, employees of
pedagogical and scientific industries experienced
significant pressure, as they were among the
vulnerable categories of the population subjected
to special repressions in the occupied territories,
and in subordinate Ukraine experienced
restrictions due to the general fall of the standard
of living. With this in mind, the purpose of the
article is to analyze the psychological health of
the personnel of educational and scientific
institutions during martial law in Ukraine.
Methods of comparison, content analysis,
systematic approach, abstraction, predictive
method, and modeling were used to write the
floor. As a result, based on theoretical knowledge
and certain empirical generalizations the
formation of psychological problems of teachers
and mechanisms of their overcoming are
demonstrated. Particularly, the constituent parts
82
Candidate of Psychological Sciences, Associate Professor Department of Psychology Faculty of History, Pedagogy and Psychology,
Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine.
83
PhD (Candidate of Pedagogical Sciences), Associate Professor Department of Pedagogy and Psychology Bohdan Khmelnytsky
Cherkasy National University, Cherkasy, Ukraine.
84
Candidate of Pedagogical Sciences, Docent, Professor of the Head of the career guidance Department of philosophy, law and social
and humanitarian disciplines, Faculty of Finance and Economics, National Academy of Statistics, Accounting and Auditing, Ukraine.
85
Candidate of Technical Sciences, Associate Professor of the Department of Chemistry and Technology of Inorganic Substances
Institute of Chemistry and Chemical Technologies Lviv Polytechnic National University, Ukraine.
86
PhD in Psychology, Associate Professor of Department of Psychology, Pedagogy and Philosophy, Faculty of Law, Humanity and
Social Sciences Kremenchuk Mykhailo Ostrohradskyi National University, Kremenchuk, Ukraine.
Bilozerska, S., Leshchenko, I., Cherusheva, H., Roksoliana, B., Ushakova, I. / Volume 11 - Issue 58: 186-193 / October, 2022
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of professional burnout of pedagogical workers
are demonstrated, but also the mechanisms of
protection against stressful situations which are
available for use even during the continuation of
military operations are suggested. The article
also draws attention to the problem of the
psychological health of scientific workers - it
says about the gradual decline of labor prestige
and funding of the scientific industry, especially
intensified during the war. The average age of
scientists in Ukraine is quite high, so it entailed a
decrease in the level of self-control and increased
dependence on the opinion of others. The
conclusions summarize ways to improve the
psychological state, noting that the continuation
of war and destruction will have a further
negative impact.
Keywords: Psychological health, personnel of
educational and scientific organizations.
Introduction
The Russian military aggression actualized many
problematic aspects of the functioning of public
institutions, state mechanisms, sectors of the
economy, individual collectives, etc. Certain
areas of functioning turned out to be unadapted
to the wartime and ceased to work properly. The
experience of solving and confronting these
challenges is extremely important and valuable
not only for Ukraine but also for Europe as a
whole. European countries have not faced the
threats and consequences of hostilities since the
1990s when war engulfed the Balkan Peninsula.
Therefore, a detailed consideration of certain
aspects of the impact of Russian aggression on
Ukrainian society is extremely important because
highlighting certain rules and principles of
confronting the latest threats, unfortunately, may
become demanded in the future as well.
In conditions of full-scale war, a special burden
falls on the psyche of people. Military actions,
shelling, destruction, loss of loved ones, constant
stress from possible shelling, domestic problems
(power cuts, lack of water, etc.) lead to
oppression and depression. Employees of
educational and scientific institutions, who have
an additional burden because they work with
people in very difficult times, face serious
challenges. The article aims to analyze the
Ukrainian experience of the psychological health
of the personnel of educational and scientific
organizations under martial law. Disclosure of
this purpose involves consideration of certain
aspects related to psychological problems and
probable mechanisms of prevention, ways to
avoid the additional psychological burden.
Theoretical Framework or Literature Review
The methodological basis of the article is based
on the work of American, Chinese, and
Ukrainian scientists. For example, Bashir (2017)
in his empirical study characterized the problem
of job satisfaction of modern teachers, based on
this problem the author also characterized a
number of mental and social problems faced by
educators. Ofovwe et al (2013) studied the state
of psychological health of modern teachers. At
the same time, the work did not identify the
relationship between job dissatisfaction and
psychological distress. A separate subject of the
above authors' research was the determination of
teachers' marital satisfaction levels and their
impact on the level of professional development.
Francis & Lankshear (2018) in their empirical
study characterized the influence of
psychological type on the mental health status of
educators. Their work also determined the
relationship between the balanced influence
model of psychological health and psychological
type in a sample of 260 elementary school
teachers in Wales. The researchers noted that the
experiment included “more extroverts (59%)
than introverts (41%), more sensual types (77%)
than intuitive types (23%), more sensual types
(60%) than thinking types (40%))” (Francis &
Lankshear, 2018, p. 391). The results of the
experiment demonstrated that introverts
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experienced “higher levels of emotional
exhaustion than extroverts, in addition, intuitive
types experienced higher levels of enjoyment of
learning than sense and thought types” (Francis
& Lankshear, 2018, 391). The above factors are
also reflected in the mental health of teachers.
Vijayashree & Srinivasa (2021) characterized the
major psychological problems of students and
teachers against the background of the Covid-19
pandemic. The role of psychological health on
teachers' professional careers was characterized
by Li (2022). At the same time, Zhang (2022)
analyzed the specifics of applying psychological
contract theory to the mental health and
professional development of higher education
teachers.
Of the Ukrainian researchers, we should
highlight the work of Karamushka et al. (2020),
which analyzed in detail the physical and
psychological health of educational workers. See
also Karamushka et al. (2022) investigated the
key aspects of health formation of scientific and
educational workers. Maksymenko et al (2020)
identified conditions of psychological health
formation in crisis conditions. Tsekhmister et al.
(2021) investigated current educational trends,
from which their impact on the social and
psychological lives of educators can be
identified. Despite this, little researched is the
impact of warfare on certain aspects of the
psychological health of education and science
workers.
Methodology
The article refers to theoretical research, which
led to the use of appropriate methodological
tools. The study is formed based on a
comparative analysis of the psychological health
of the personnel of educational and scientific
organizations under martial law. Based on the
content analysis it was possible to analyze in
detail the modern pedagogical literature, to
identify understudied and debatable problems. At
the same time, as a result of using a systematic
approach, the phenomenon of psychological
problems of employees of education and science
is illuminated as a system of relationships in
pedagogical and scientific-pedagogical teams
under the permanent influence of the
circumstances of war. The work used the
principle of abstraction, based on which there
was a transition from the analysis of general
scientifically accepted theses to the formation of
our own conclusions and recommendations.
Although the research belongs to theoretical
works, the work uses predictive principles and
modeling. In particular, based on the method of
modeling the main problems in the psychological
health of employees of education and science
were identified, a schematic model of the
mechanisms of protection against stress was
made. As a result of using the predictive method
of research, individual recommendations for
improving the psychological atmosphere among
educators and scientists were formed.
The research took place in several stages: on the
first - the modern pedagogical literature was
analyzed, on the second - the psychological
problems of workers of education were
characterized and the basic mechanisms of stress
and anxiety prevention were outlined, on the
third - the psychological problems of scientists
and possible, on the last - the obtained results
were summarized and the own judgments about
the state of mental health of workers of education
and science of Ukraine in the realities of martial
law were formed.
Results and Discussion
Psychological problems in educators and
mechanisms of stress prevention
Contemporary changes taking place in the
educational system (caused first by the Covid-19
pandemic and later by the Russian-Ukrainian
war) form new requirements for teachers and
other educational personnel (Almäng, 2019). The
current requirements of the renewal of the system
of relations between the participants of the
educational process, modified standards of
learning competencies, total digitalization of
learning, the transition to a mixed system of
education require from teachers a stable
professional improvement (Tytova & Mereniuk,
2022). This, in turn, can affect the state of
psychological health of workers in the education
industry. In addition, the presence of psycho-
emotional stress associated with social
communication at all levels (face-to-face and
distance), the requirement for continuous
professional development, the need to assimilate
a large array of information, the severe deadline
restrictions for implementing certain decisions,
the numerical overload of groups or classes, the
presence of a student population requiring
special attention and interaction, affect the
appearance of stress and anxiety in teachers
(Chan et al., 2021). As noted by contemporary
researchers, Maksymenko et al., (2020) the most
prominent features of the teacher's activity are
increased responsibility, tension, the presence of
many responsibilities (not only the curriculum),
which causes their stressogenicity. On the other
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hand, teachers who are under stress for a long
time cannot fully implement their responsibilities
(Maksymenko et al., 2020).
At the same time, insufficient level of awareness
of pedagogical workers about the preservation of
their own psychological state and health,
mechanisms of self-regulation and prevention of
mental problems, ineffective means of solving
stressful situations affect the increase of risk of
complications in professional work, social
interaction with the environment, reduction of
the level of adaptive psychological changes,
psychosomatic manifestations (Francis &
Lankshear, 2018). The result of this can be the
manifestation of emotional burnout. It is possible
to solve all these challenges only by having a
high level of psychological health culture, i.e.,
taking care of personal psychological well-being,
strengthening own mental resources
(Maksymenko et al., 2020). Consequently, the
actual task of modern psychological support of
the professional development of teachers is the
formation of special conditions and the use of
effective mechanisms for the preservation and
maintenance of psychological health in general.
Professional stress should be considered in a
complex with emotional burnout. There is a
system of burnout, which includes three
components of symptoms: 1. Psychological
exhaustion; 2. Depersonalizing aspects;
3. Reduction of personal achievements. At the
same time, emotional burnout is not the main
consequence of professional-adaptive changes,
so preventive mechanisms can prevent the
appearance of burnout or reduce it (Li, 2022).
Other researchers, in particular, Maksymenko et
al., (2020) treat the phenomenon of emotional
burnout as a mental protection tool produced by
a person in the form of complete or separate
exclusion of emotions as a reaction to some
psychological and traumatic factors (See Figure
1).
Figure 1. Components of teacher burnout.
Compiled by the authors of the article
Let us highlight the main mechanisms of
protection against work stress. We believe that an
effective means is the formation of stress
resistance of future teachers, educators during
their training. It is also important to develop
preventive ways of preventing the appearance of
stress in pedagogical workers during their
professional self-realization (Karamushka et al.,
2020). Some scientists, in particular, Ofovwe et
al., (2013) note that psychological trainings,
based on resource burnout, are effective for
mentality stabilization. Besides, such trainings
should be adapted to all participants and allow
practicing mechanisms of constructive behavior,
social skills and activate own resources (Wang et
al., 2021). In the system of teachers' stress
prevention, it is also important those tools that
contribute to normalization of external influences
(formation of appropriate psychological state in
the team, adaptive organization of teacher's
work, optimal workload). The internal factors of
stabilization of the psychological state of a
teacher include increasing stress resistance; self-
development and self-improvement of a teacher;
supervisions in professional work; participation
in conferences, trainings that promote
professional and social growth; improving the
level of mental and managerial culture in
educational institutions of different levels (See
Figure 2).
Psychological
exhaustion Depersonalization of
the personality
Reduction of personal
achievements
Professional adaptive
changes Mental protection
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Figure 2. Key mechanisms of protection against stress.
Compiled by the authors of the article
As for the determination of responsibility for the
implementation of certain mechanisms, in the
part relating to external factors, this
responsibility is assigned to the management and
administration of the educational institution
(Bashir, 2017; Haliuk, 2022). At the same time,
the psychological service is responsible for the
implementation of internal factors. However,
normalization and stability of personal factors
belongs to personal responsibility. Some
subjective factors arise here: the low level of
referral to specialists to solve mental problems;
neglect of mental health, which correlates with
the low level of mental health in the general
population (Veronese et al., 2018). At the same
time participation in conferences (as well as
distant ones), professional development courses,
trainings, special seminars is a powerful
motivation to overcome burnout. We believe that
such professional development will be able to
influence the realization of the solution of some
problems, offering teachers different forms of
work.
Psychological problems of employees of
scientific institutions in Ukraine on the
background of the deployment of Russian
aggression
After 1991 and the collapse of the Soviet Union,
Ukraine inherited a complex model of the
scientific system. University workers and
professors were to be partially engaged in
science, but they continued to be identified
precisely as educators, whose main task should
be teaching and working with students. The main
scientific functions were assumed by the
National Academy of Sciences of Ukraine and
other branch academies, which owned certain
institutes, research equipment, and facilities
specifically for scientific activities. The
psychological comfort of scientists has always
been under the pressure of circumstances:
economic, social, prestigious, etc. First of all, it
is worth noting the place of scientists in
Ukrainian society (Tsekhmister, 2022).
Mechanisms of protection against
stress
Moral and psychological
stereotype to digital
change
Formation of
psychological
resourcefulness
Techniques for
distracting yourself from
an anxious state
Formation of
psychological
resourcefulness
Psychological trainings
Factors of normalization
of external influences
Adaptive psychological
state in the team
Optimal load
Stable work organization
Internal factors
Self-Development
Increased stress
tolerance
Supervision in
professional work
Improving the
psychological culture of
the institution
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In particular, an important challenge for
Ukrainian researchers is the question of prestige
- a certain conventional point, which
simultaneously combines certain managerial
powers, obtaining financial resources,
popularity, and influence on society. Russian
aggression has actualized this problem from
another perspective - how important the work of
Ukrainian scholars is under martial law (Ghilès,
2022). This challenge was part of the
psychological impact on the situation of science
in general, as the cuts in funding (including grant
funding) were almost the most tangible among all
other industries (Rajab, 2018). The dramatic
drop-in material support has created very
negative consequences: uncertainty about the
future, limited economic opportunities, stress,
depression, etc.
The depressing effects have also been
exacerbated by a considerable number of
formalistic requirements for scientific work,
according to which a certain set of publications,
which may have nothing to do with real scientific
developments, are considered to be the main
results. A lot of time is also taken up by
organizational aspects, work with documents, on
which future employment may depend. The
bureaucratic indicators have not been eased,
which creates additional psychological pressure,
because the war has greatly reduced
opportunities for publishing results, men (who
are on the military register) have been restricted
from leaving to participate in international
symposia or conferences, some infrastructure or
research facilities. destroyed by Russian shelling
or bombing, etc. (See Table 1).
Table 1.
Psychological Challenges of Science Workers at War
Psychological Challenges of Science Workers at War
1. Sharp decline in material support
2. Formalization of labor
3. Decline in the prestige of being a scientist
4. Increased stressful environment
5. Restriction of international cooperation and other professional contacts
6. Difficulty in adapting to changes
Compiled by the authors
An important aspect was also the age of the
scientists. The conducted statistical and
sociological studies demonstrated the presence of
an inverse significant correlation between the age
of the interviewees and their reflexive-personal
characteristics of mental health (it is said about
elements of internal self-control and elements of
subservience to others). In practice, this means
that with age, the positive orientation of mental
health among research teams and organizations
decreases (Karamushka et al., 2022). For this
reason, the capacity for internal self-control of
one's mental and psychological state decreases,
but the dependence on orienting toward the
behavior of others increases. That is, older
researchers are more susceptible to the general
negative attitudes present in society. On the one
hand, this is also due to the partial cessation of
social contacts, less active professional activity
(since many important institutions are
inaccessible).
Less pronounced in scientific workers (if
compared to other negative states) is frustration,
i.e., people are found to be worried about a really
existing failure or a state that is considered
unsuccessful, which leads to the blocking of
habitual behavioral matrices. According to
statistics obtained by researchers Karamushka et
al., (2022), an elevated level of experience was
traced to more than a third of those surveyed, a
moderate level to almost 47%, while a low level
to only 18% (p. 67). If we compare these figures
with those obtained by the same researchers by
the beginning of straight Russian 2022, a striking
expression of these trends among the personnel
of scientific organizations will become
noticeable. First of all, it is said about the
increase of aggressiveness and rigidity,
especially reflected in the surveys of already
wartime. Probably the reasons for such
phenomena were not only the general public
sentiment but also the inability to fully satisfy the
main own needs under the prevailing extremely
unfavorable conditions, to continue the habitual
life under the constant influence of stress and
psychological pressure of circumstances, etc.
(Francis & Lankshear, 2018). Consequently, we
should agree with researchers Karamushka et al.
(2022), whose results point to the not
insignificant destructive impact of negative high
and medium degrees among a considerable
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number of scientific workers under martial law,
which is caused, on the one hand, by the
influence of chronic stress phenomena. A large
number of scientists experienced this influence
during the beginning of the war and its aftermath,
so they are quite fresh in the memory and have a
direct impact on the present day (Rajab, 2018).
Under conditions of open Russian aggression, the
positive direction of mental health among
members of the scientific community has
naturally decreased. The reasons for this are quite
concrete: direct or indirect threats to the lives and
health of workers of scientific institutions,
material losses and physical destruction of many
scientific institutions and premises, forced
abandonment of habitual way of life, loss of quite
a few professional contacts, crises in everyday
communication caused by family members
abroad, relocation to another part of the country,
being under occupation, loss of loved ones in
war, etc.
At the same time, every crisis also presents
certain opportunities. The war has posed an acute
question about social elites. Scientists should
belong to these elites, and not only
representatives of technological specialties, but
also humanists and representatives of worldview
branches. The popularization of science
undoubtedly depends on scientists as well as on
financing their activities. For a long time,
Ukrainian science as a whole could not boast of
achieving systemic results at the highest
international level. Martial law is a time of
mobilization and moral strength. As practice has
shown, the developments of Ukrainian scientists
and designers working in the military industry
are quite broad. Obviously, the situation is better
in other areas: Ukrainian historical works and
scientific YouTube channels have become
popular, popular science books are published,
etc. If stable financing continues, the status of
scientists in society will increase, and this can be
considered the beginning of psychological
stabilization. The growth of prestige will become
a fundamental basis of the popularization of
scientific activity. Separately, in order to
overcome burnout, a powerful motivation is
participation in professional conferences,
trainings, special seminars, etc. We believe that
against the background of Russian aggression
deployment scientific workers experienced a
tangible stress effect. The work of appropriate
psychological services will allow timely
informing scientists about mental threats and the
possibility of overcoming them.
Conclusions
Russian aggression against Ukraine has a very
negative impact on the psycho-emotional state of
the whole Ukrainian society, including
employees of the pedagogical and scientific
branches. Based on the analysis of stress
manifestations in the environment of teachers of
higher educational institutions certain
mechanisms of protection against stress are
highlighted. In particular, it is proved that among
the effective means of increasing stress
resistance are training and self-training. In
particular, among the preventive means of
preventing the occurrence of stress, there are
opportunities to improve the professional self-
realization of teachers through the use of
psychological training. This will make it possible
to counteract professional burnout with all its
negative consequences. Training should be
aimed at the improvement of constructive
behavior, the actualization of social skills, and
personal resources. Additional factors of
psychological condition improvement are self-
development, participation in projects and
conferences, improvement of mental and
managerial culture skills. War, military
destruction, and constant tension have also had a
negative impact on scientists. Financial
constraints, the formalization of scientific
processes, the restriction of professional contacts
(also international), and the difficulty of adapting
to change (due to the high average age) are
current challenges facing the psychological
health of the academic community. Among the
effective mechanisms of counteraction, it is
proposed to use moral factors of influence
(popularization of science in society) and the
financial situation.
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