ПСИХОЛОГИЧЕСКОЕ БЛАГОПОЛУЧИЕ КАК УСЛОВИЕ ПРОФЕССИОНАЛЬНОЙ САМОРЕАЛИЗАЦИИ ПЕДАГОГОВ

Abstract

The article contains the results of empirical research, proving the relationship between psychological well-being and self-realization of the personality of teachers. The relevance of the research is due to the fact that at present, in connection with socio-political transformations in society, the requirements for a teacher, for the competence of a teacher in the field of education, upbringing and development of the younger generation, are significantly increasing. The high intellectual and emotional workload of pedagogical work adversely affects the preservation of the psychological health of specialists, worsening the opportunities for professional self-realization and the performance of high-quality pedagogical activities. At the same time, according to the authors, one of the conditions for successful self-realization of a teacher in professional activities is psychological well-being. The statistics of modern research on the problem of professional deformations shows a significant increase in teachers prone to emotional burnout and professional destruction. The most diverse aspects of these phenomena are considered, from the prerequisites and factors of burnout to their consequences on various spheres of life of pedagogical workers, while the problem of the relationship between psychological well-being and professional self-realization was not the subject of a separate study. The theoretical and methodological basis of the study on the designated problem was a systematic approach developed by domestic researchers B.F. Lomov, V.S. Merlin, V.D. Nebylitsin, A.I. Krupnov and others; polysystemic concept of self-realization of personality S.I. Kudinov (2014), as well as the concepts of psychological well-being and health (Argyle, 2003; Andreenkova, 2010; Kulikov, 2000; Karapetyan, 2014; Pahol, 2017; Ryff, Singer, 2008). For the study of psychological well-being, the questionnaire “Scales of psychological well-being” by K. Riff Lepeshinsky, (2007) and the questionnaire “Health, activity, mood” by Doskin, Lavrentyeva, Sharai, Miroshnikov, (1973) were used. For the study of professional self-realization, the “Multidimensional Questionnaire of Self-Realization of the Personality” by Kudinov (2012) was used. The results of the study on a sample of 219 teachers, followed by mathematical and statistical analysis, made it possible to establish statistically significant relationships between indicators of psychological well-being and self-realization components: creativity, optimism, achievement motivation, transformation attitudes and satisfaction with the quality of life. In general, a direct relationship was revealed between a high level of well-being and the success of teachers' self-realization in the professional field. At the same time, a correlation was found between a low level of psychological well-being and the characteristics of self-realization: external self-regulation, adaptation attitudes, inertia and conservatism. The empirical data obtained prove the assumptions about the dependence of the discussed phenomena and can become a prerequisite for further research in this area, and individual results of the article can serve as the basis for the development of psychological programs to support teachers at different stages of professionalization.