Professional Longevity as a Problem of the Value-Semantic Regulation of Teacher Activity

Abstract

The aim of this research is to establish proper external and internal conditions for conducting pedagogical activity that reveal the value basis of professional education. The research justifies the need to analyse the guidelines of a person’s professional self-identity, contents of professional activity motivation, peculiarities of maintaining the mental and physical health of a person, and the capacity of an educational institution’s organisational culture. A number of indicators of value mechanisms of a teacher’s professional longevity is revealed. A diagnostic program of the project, aimed at studying the value content of a teacher’s behaviour strategies during the process of professional activity, was designed. The content of the hypothesis is connected with the assumption of value-semantic inter-conditionality of professional longevity. The research revealed significant interrelations of professional longevity with some psychological factors of value-semantic nature. Analysis of the organisational culture of an educational institution as a factor providing (preventing) the professional longevity of a teacher was carried out. The dominant tendency of describing the interconnection between an educational institution’s organisational culture and the level of emotional burnout syndrome of teachers working within certain cultural models is revealed.

Value-semantic factors of teachers’ professional growth in the context of the longevity problem

“…So, a long-term professional career of a teacher is based on a meaningful professional orientation in combination with adaptation to the requirements of an educational organization and a desire to maintain an optimal state of health. In a psychological sense, this is expressed in a high level of general social activity, self-confidence, resilience, as shown in our previous studies [10].…”

チュニジアの初等・中等・高等学校教師における新型コロナウィルス恐怖および心理的ストレスの有所見率と予測因子

“…Normally distributed continuous variables were expressed as mean ± standard deviation (SD). We grouped the teachers into 2 age groups: ≤ 50 years and > 50 years, based on previous studies [21,22]. A threshold of 4 hours of work per day was used after reviewing the literature, where it had been used in a previous survey [23].…”