Subjective well-being of teachers as an emotional regulator of professional growth

Abstract

Background. New times, with its instability, uncertainty and ambiguity, determine the need for constant professional growth as a fundamental condition for ensuring the personal psychological vitality of teachers. In this regard, the study of psychological regulation of their professional growth is of particular relevance.

Objective. The study had its purpose to find and reveal the nature of the relationship between subjective well-being of teachers and their attitude to professional activity, orientation to overcoming professional deficits.

Methods. Ranking of the subjective complexity of professional development programs for teachers, the author's self-assessment questionnaire for professional deficits and the author's questionnaire for assessing subjective well-being (SWB).

Sample. 655 teachers (145 men, 510 women) of three age groups: young, middle and older age.

Results. The study considered subjective well-being at work as a regulator of activities to reduce professional deficits. An analysis was carried out by gender and age subgroups. It has been shown that the highest level of SWB is characteristic of male and older teachers. A high level of SWB is associated with a low importance of professional success, lower susceptibility to stress and restraint in the desire for professional growth. The choice of advanced training courses is mainly determined by professional deficiencies associated with teaching and educational methods. The desire for professional growth is most pronounced among the young teachers with a relatively low level of SWB. They put a great value to their professional success, the key to which is their professional competence and support of the teaching staff. Focus on professional success makes the factors like overtime, fatigue and health lose their significance. Exposure to stress is mitigated by team support. Such teachers choose challenging courses in information technology and tutoring.

Conclusion. Subjective well-being at work serves as a regulator of teachers’ professional growth depending on the age and gender. The average level of SWB at work is optimal in terms of incenting for professional growth.

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