Universal Journal of Educational Research Vol. 8(5), pp. 1698 - 1710
DOI: 10.13189/ujer.2020.080506
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Teachers' Professional Well-Being: State and Factors


Alexander Fedorov 1, Elena Ilaltdinova 2, Svetlana Frolova 3,*
1 Rector, Immanuel Kant Baltic Federal University, Kaliningrad, Russia
2 Rector, Minin Nizhny Novgorod Pedagogical University, Nizhny Novgorod, Russia
3 Vice-Director, Institute of Strategic Development, Minin Nizhny Novgorod Pedagogical University, Nizhny Novgorod, Russia

ABSTRACT

The study is aimed, firstly, at the formation of a holistic, relevant, reliable picture of modern Russian teachers in the context of such characteristics as their professional well-being, and secondly, at the identification of factors and conditions of the educational space that contribute to or negatively affect the growth of professional well-being of a secondary school teacher. The article considers the problem of teachers' professional well-being, which is one of the determining factors in a teacher's professional growth, success, motivation, and professional activities. The problem of the low level of social prestige of the profession in society remains relevant, considering the constant increase in the importance of tasks, complexity of functions, and growth of expectations and requirements from the society, state and public. The authors analyze the phenomenon of professional well-being in Western and Russian psychology and sociology, defining by its essential determinants the state of professional activity processes and an individual's attitude toward the results in the multicomponent structure of social and psychological well-being. The article is empirical. In order to measure the professional well-being of teachers, the methods of factorization, psychometric measurements, mathematical and statistical data processing were applied. The measurement was based on a system of descriptors: professional growth, professional self-acceptance, positive relationships with colleagues and autonomy in professional activities. The study involved 192 teachers. The level of professional well-being of school teachers has been determined based on the descriptors; some factors and conditions that positively affect their professional well-being have been identified.

KEYWORDS
Teachers' Professional Well-Being, Professional Growth, Professional Self-Acceptance, Professional Relationships, Autonomy in Professional Activities

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Alexander Fedorov , Elena Ilaltdinova , Svetlana Frolova , "Teachers' Professional Well-Being: State and Factors," Universal Journal of Educational Research, Vol. 8, No. 5, pp. 1698 - 1710, 2020. DOI: 10.13189/ujer.2020.080506.

(b). APA Format:
Alexander Fedorov , Elena Ilaltdinova , Svetlana Frolova (2020). Teachers' Professional Well-Being: State and Factors. Universal Journal of Educational Research, 8(5), 1698 - 1710. DOI: 10.13189/ujer.2020.080506.