Abstract:

The article considers the specifics of the emotional and personal well-being of teachers, how it is determined by such psychological factors as the ability to adaptation, resistance to professional burnout, and the style of attribution. Teachers of educational institutions, implementing educational tasks, have a significant impact on the quality of social processes. So, not only the psychological safety, efficiency, creativity and comfort of the educational environment, but also the future of our society, its spirituality and progressive development depend on the psychoemotional state of this category of workers and their internal well-being. In this regard, the search for the determinants of the emotional and personal well-being of the teacher, as a key figure in the educational process, is very relevant.

The aim of the study is to investigate the influence of socio-psychological adaptation, resistance to professional burnout and the style of attribution of teachers on their emotional and personal well-being. We used the author's technique "Self-assessment of emotional and personal well-being (SEPW)" and the questionnaires "Socio-psychological adaptation" (K. Rogers, R. Diamond, in the adaptation of A. K. Osnitsky), "Professional burnout" (K. Maslach, in the adaptation of N. E. Vodopyanova, E. S. Starchenkova), the questionnaire of attributive style (M. Zeligman, in the adaptation of Yu. E. Perunov). The study sample consisted of 211 teachers, including 132 university teachers, 39 school teachers and 50 employees of preschool educational institutions. The comparison group included other specialists of socionomic professions (n=339).

A detailed analysis of the results allowed us to conclude that teachers consider themselves less lucky, but more competent than the representatives of the comparison group. At the same time, in the sample of teachers the personal component of well-being has significantly higher ratings than the emotional component, which indicates their personal maturity and ability to control their emotional states. It is proved that teachers have a high degree of adaptability and a positive attitude to themselves, people and the world around them. Also, they are ready to take responsibility for themselves, take a leadership position and are not inclined to avoid solving problems.

They are characterized by an average severity of indicators of professional burnout, which can manifest itself in the appearance of symptoms of fatigue, deterioration of the emotional background, irritability, indifference to others, a decrease in the sense of competence, satisfaction with the results of their work. In addition, teachers do not have a clear tendency to either an optimistic or pessimistic style of explanation. As a result of the study, the authors conclude that the emotional and personal well-being of teachers is influenced by their adaptability and resistance to professional burnout. However, the attribution style does not determine emotional and personal well-being.

The obtained data can be used to optimize the internal well-being of teachers of various types of educational institutions by increasing their adaptability and preventing professional burnout.

Keywords:

Teachers, emotional and personal well-being, socio-psychological adaptation, professional burnout, attribution style.