Abstract:

The results of various research studies conducted in Slovakia and abroad confirm that teaching is consistently among the most demanding professions. Situations associated with this profession represent daily hassles not just from the perspective of teachers, but also from the perspective of public. The objective of the study was to examine the relationship between social competence and coping strategies in teachers. We also explored the differences in both variables due to the length of service. We used non-experimental design.

Two measurement tools were used: Social Skills Inventory (Riggio, 1989) and Proactive Coping Inventory (Greenglass, 2002). The research sample consisted of 110 primary school teachers in Slovak Republic (Mage=41,5). Theoretical structure of the study was derived from the concept of social competence by R.E. Riggio and the concept of proactive coping by E. Greenglass.

Results revealed positive relationship proactive coping in teachers and their social competence, particularly emotional sensitivity, social expressivity, and control. According to existing research, socially competent individuals are more satisfied with their social relationships, to a great extent they perceive and accept social support and they cope with stress more easily than less socially competent individuals.

Sensitivity to accept and interpret nonverbal communication from others, competence to initiate conversation, to attract and sustain attention of others and the regulation of verbal communication (its directing and its content) was associated with proactive coping in the research sample. Social competence is one of the key competences; its development and support is a lifelong process which implies the possibilities for cultivating social competence in favor of coping with demands of contemporary world.

Keywords:

Social Competence, Proactive Coping, Teachers.