EXISTENTIAL VALUES AS THE BASIS OF PSYCHOLOGICAL WELL-BEING OF A UNIVERSITY TEACHER: THEORETICAL AND EMPIRICAL ANALYSIS

Abstract

Purpose. The article analyzes the relationship between the existential values of a university teacher and the manifestations of indicators of the emotional sphere. In this study, we consider the problem of a teacher’s psychological well-being from the perspective of an existential approach. An analysis of scientific sources on the issues of neuroticism, emotional and professional burnout of teachers, as well as directions for overcoming a stressful state to achieve psychological well-being, led us to the conclusion that most researchers see a way out exclusively through satisfying needs, regulating work and rest schedules, and mastering self-regulation methods . We agree that such areas of psychological work help to cope with situational stress, but at the same time, we have identified a gap in the study of the psychological properties of the individual, his value field, which can be the support of a stable emotional state, self-satisfaction and professional activity, significantly reducing risks of neurotic symptoms. We propose that there is a fundamental factor, namely existential values, that underlies the state of psychological well-being. Methodology of the research. During the research process, a detailed theoretical examination of various literary sources was carried out, as well as a comparison and assessment of various points of view expressed in the literary works under consideration. An empirical study was conducted on a sample of 130 Russian university teachers of both sexes, from 40 to 75 years old, with more than 18 years of experience, using psychodiagnostic techniques. Quantitative processing of the results was carried out on the basis of the statistical program STATISTICA 6.0. Results. As a result of empirical research, we received an extensive array of data proving the influence of developed existential values on the state of psychological well-being, namely, we came to such conclusions as: ignoring existential values contributes to the manifestation of such neurotic states as maladaptation, guilt, non-acceptance of oneself, non-acceptance of others, hostility, exhaustion, depersonalization, external control, control, escapism. The acceptance of existential values by a teacher entails the formation of such emotional states as adaptability, internality, self-acceptance, acceptance of others, and emotional comfort. Based on empirical data, we formulated a definition of the term “existential well-being”. Scope of the results. The results of the study will help expand the possibilities of individual and group psychological work with emotionally stressful situations to reduce the risks of neurotic manifestations and the formation of adaptive emotional states in the professional activities of a university teacher at the level of acceptance, awareness and disclosure of the individual’s existential values.