Establishment of the emergency state in the middle of March 2020 brought some important changes in everybody's routine, children being also affected by the limitations of the newly arrived ...circumstances. In this context, because of the restrictios of movement and interactions, communication with others and dynamics of groups have suffered modifications. The transition from primary socialization (inside family) to the secondary socialization (inside school – the first group, after family, that an individual attends to) is accompanied by the immediate interaction with the members of the new group and the building-up of the structures and processes at its level, which is the main reason why, with the pandemic, those connections have been interrupted or could not be secured at all.
Abstract In the pandemic context, both stress and educational communication have been altered. In this article, we will analyse the dynamics of the factors involved in didactic communication and ...identify the real and potential stressors for teachers teaching before pandemic; we will also assess their perceptions of the anxiety felt about online teaching and how it affects educational communication. The hypothesis of the research postulates that the stress perceived by the teachers has elevated during pandemic and the educational communication has gone through a series of changes and reorientations both at the level of the didactic strategies adopted and the regulation of anxiety factors involved (the feeling of safety, the perception of break as a stress factor instead of relaxation, the volume of tasks attributed to each teacher etc). The research variables were the pandemic context in school environment, the level of stress as perceived by the teachers and the educational communication. The research objectives were aimed at assessing the perception of teachers in rural areas vs. that of teachers in urban areas regarding the stress felt and the dynamics of educational communication; also comparing the stress felt by teachers and the dynamics of educational communication incumbents vs. substitutes, educators vs. teachers and teachers in rural areas vs. urban teachers. We expect that the results of the research would have therefore a more assumed awareness from school managers of the fact that there are many predictors of stress that should no longer be ignored and that raising teacher’s resilience both at personal level and academic one should become a priority. School managers should organize mindfulness courses and anxiety management courses for teachers.
