Model Of Subjective Well-Being Of University Teacher In Professional Activity: Conceptual Foundations

Abstract

The article touches upon the conceptual foundations of the model of subjective well-being of the university teacher in professional activity. This is a holistic psychological characteristic that reflects the teacher's attitude to various components of his activity. It reveals the level of conformity of the subjective world of a University teacher with his real professional activity and indicates the degree of adaptation of the teacher to this activity. In the developed model, the components of the professional activity of a university teacher act as the basis of a subjective image that characterizes the relationship between the existential and everyday experience of a teacher. Two indicators are used, the first of which represents the teacher’s existential experience, and the second represents his everyday experience. The values of the first indicator are set according to the criterion of importance (significance) of the components of the university teacher’s professional activity. The values of the second indicator are determined in accordance with the criterion of time spent by the teacher on the components of his professional activity, they characterize to what extent he can realize various components of the professional activity. Both indicators are characterized by relative assessments; in order to obtain them the procedure of direct ranking of the components of professional activity following the two indicated criteria is most suitable. The results of testing the diagnostic tools developed on the basis of the described model will be presented in the next article (in the empirical part of this study).