Keyword: «preschool educators»

The article presents a theoretical analysis of the relationship between coping strategies and psychological well-being among preschool educational staff. The transactional stress model, conservation of resources theory, and the multidimensional conception of psychological well-being are examined as methodological frameworks. It is argued that the occupational specificity of speech therapists – defined by personalized accountability for correctional outcomes and measurable indicators of children's speech progress – creates conditions for reduced inner stability and increased reliance on maladaptive coping. Meaningful differences in coping profiles between preschool educators and speech therapists are identified. The study concludes that differentiated psychological support is necessary, taking into account the nature of professional tasks and the degree of personal responsibility inherent in each role.

The article presents the results of an empirical study of coping strategies among preschool educators and speech therapists in relation to psychological well-being. The study involved 80 women: 42 preschool educators and 38 speech therapists from correctional and combined preschool institutions in Kirovo-Chepetsk, Kirov Oblast. The diagnostic toolkit included the COPE inventory and the Ryff Scales of Psychological Well-Being. Educators with high psychological well-being showed a tendency toward problem-focused and cognitive coping, while those with low well-being predominantly exhibited avoidance, self-blame, and behavioral disengagement. Group comparisons revealed that speech therapists scored lower on psychological well-being and higher on maladaptive coping compared to preschool educators. The findings provide empirical grounds for developing differentiated psychological support programs aligned with the professional specificity of each occupational group.