Professional well-being of university’s scientific and pedagogical staff

Abstract

The article presents the results of a survey of the Agrarian University’s scientific and pedagogical staff, which characterize the level of their professional well-being. The theoretical model of professional well-being is developed on the basis of the methodology for assessing professional well-being and updated taking into account modern transformations in the professional activities of scientific and pedagogical staff of agricultural education. Factor analysis of the survey results of 287 scientific and pedagogical workers of the Agrarian University allowed us to empirically present a structural model of professional well-being and justify targeted support programs for employees. In the practice of improving professional well-being, the support of the university administration on the ideological backbone of the team is relevant; the use of psychological support tools for scientific and pedagogical staff, association in working with opinion leaders to increase confidence in the possibilities of professional development; bringing people together in creative innovative projects to increase the level of professional self-realization; developing team building programs taking into account the representation of different generations of scientific and pedagogical staff, supporting mentoring within the framework of departments and scientific schools. The empirical part of the study does not contradict the conclusions of the theoretical analysis of the publications of the science-intensive Scopus database and confirms the relevance of the study.