Communicative self-control as an educational staff’s psychological wellbeing factor

Abstract

Introduction. In the conditions of the Russian invasion of Ukraine, promotion of psychological well-being of the staff of organizations, in particular, educational institutions, has become particularly important. New work forms and methods require the development of relevant competencies in educational staff, including communicative competence. Aim. To analyze communicative self-control as a factor in psychological well-being of educational staff. Methods. Snyder's Self-Monotoring Scale (to measure educational staff’s communicative self-control), Lukat's Positive Mental Health Scale (to explore the reflective-personal component of educational staff’s mental health), and the Multidimensional Health Locus-of-Control Scales (to diagnose the operational-functional component of educational staff’s psychological wellbeing). Results. The levels of educational staff's communicative self-control of the 2020 sample and 2022 sample were measured. There was a relationship between the respondents' communicative self-control and the reflective-personal component of their psychological well-being in both samples. Conclusions. The 2022-sample educational staff had higher communicative self-control compared to those of the 2020 sample. Communicative self-control in both samples tended to affect only the reflective-personal component of educational staff's psychological well-being, therefore, it is a rather weak factor in educational staff's psychological well-being.