Профессиональное самочувствие учителей: от энтузиазма до выгорания

Abstract

The study uses the framework of professional well-being of teachers to study the peculiarities of their professional position in Russian schools. The information base of the study is the data of the Monitoring of Education Markets and Organizations4 for the 2015–2016 academic year. The teacher’s questionnaire includes a separate questionnaire on the professional well-being of teachers. The methodology of EFA and CFA of the questionnaire structure is used in the work. Based on the answers of teachers, there are five groups of teachers with different professional positions. The analysis of the groups shows that deformation of a professional position correlates with: the social context in which the school works, the characteristics of the territory, the work with disadvantaged children, high workload not related to teaching, and low involvement in making decisions about school life. At the same time, the following factors do not show a significant connection: the salary, the length of service or the age of the teacher. In addition, the results of psychometric analysis of teacher well-being questionnaire in the framework of the Classical Test Theory are indicated in the work in order to use it as an independent tool in further research.