Psychological well-being as a component of teachers' professional success

Abstract

The article pays special attention to the relationship between psychological well-being and professional self-efficacy and indicators of professional success of teachers. The purpose of the article is a comprehensive theoretical and empirical analysis of the psychological well-being of teachers as a component of professional success and the establishment of the relationship between the level of psychological well-being, general self-efficacy and structural components of professional success. The research methodology is based on a combination of theoretical analysis of modern scientific approaches and empirical study using a complex of psychodiagnostic methods. The general self-efficacy scale (Schwarzer & Jerusalem), the subjective well-being assessment method and the author's questionnaire "Professional success of teachers" were used. The results of the study showed that teachers have an average level of psychological well-being with a tendency to be positive and a sufficient level of self-efficacy. At the same time, a high level of professional success was established, which is manifested in the formed professional effectiveness, active professional development and general satisfaction with activities. Both resource aspects (social support, adaptability, development orientation) and problem areas (emotional exhaustion, decreased physical tone, difficulties in conditions of uncertainty) were identified. The conclusions substantiate that psychological well-being is a key factor in the professional success of a teacher, as it ensures the effectiveness of activity, stress resistance, adaptability and quality of educational interaction. The existence of a relationship between indicators of psychological well-being, self-efficacy and professional success is proven. The prospects for further research are in the development and implementation of psychological and pedagogical programs to support the psychological well-being of teachers, aimed at preventing emotional burnout, developing personal resources and increasing professional motivation in the face of modern social challenges.