Methodological Approaches To Study Professional And Personal Well-Being Of Teachers: Professional Competencies

Abstract

This work presents the results of our sociological study aimed at evaluating the professional and personal well-being of teachers of Yakutia, as well as the issues of a methodological nature that stem from the topic. The purpose of this research is to study the professional and personal well-being of teachers, including their satisfaction with their work, factors leading to professional ‘burnout’, means for overcoming professional crises, formation of basic professional competencies, evaluation of teachers’ quality of life, as well as the level of satisfaction with additional professional education. Additionally, the paper looks at the issue of development and self-development of professional competencies of teachers. The paper presents the results of our sociological survey of teachers that was held in 2015-2016, covering various aspects. The conducted research confirms the necessity for scientific rethinking of the values of the system of forming professional competencies in the current changing conditions. The results of the research are used in the work of North-Eastern Federal University Institute of Continuing Professional Education to develop additional professional programmes of further education and retraining, organize workshops and training sessions. This article has practical value for education managers and teachers who are interested in personal growth.

Keywords: Professional and personal well-beingprofessional pedagogical activityassessment of quality of lifeprofessional satisfactionprofessional competenceself-development

Introduction

Today, there is a growing need for highly qualified and competent teachers, whose success largely depends on their understanding of the essence of their professional activities. Specialists must possess a variety of universal, professional and cultural competencies, as the modern labour market requires them to demonstrate exceptional levels of qualifications, psychological and moral stability as well as flexibility and ability to navigate in the constantly changing world.

Additionally, the issue of professional and personal well-being of teachers is one of the most pressing issues within the context of continuing conceptual developments in education (Berezovskaya, 2016; Volkov, 2015). Since job satisfaction is an integrative indicator that reflects the well-being of an individual in the context of his/her professional occupation, both job satisfaction and job dissatisfaction, as well as satisfaction and dissatisfaction with professional relationships can determine the quality of professional work (Shamionov, 2008). Self-awareness, one’s personal and professional qualities, adequate assessment of one’s professional competence, as well as the attitude towards oneself based on that assessment predetermine the behavioural component of a teacher's professional identity. In this context, satisfaction refers to the ratio between the motivation-value sphere of a teacher's identity and the ability to achieve the success in his/her professional and educational practices (Molochkov, 2005). Therefore, largely, a teacher’s personal satisfaction depends on the position that his/ her professional activities occupy within the system of his or her value system.

Problem Statement

The issue of professional and personal well-being is closely connected to the problem of life quality. In this regard the major defining aspect of this study conducted among the teachers of the Sakha Republic (Yakutia) in 2015-2016 was a comprehensive approach.

The research consists of two parts, with the first part focusing on the study of professional and personal well-being of teachers and their satisfaction with their professional activities, and the second part focusing on the issue of teacher professional development and self-development of competencies.

Research Questions

The analysis of definitions allows us to adhere to the following point of view: professional competence of a teacher depends on various qualities of his/her personality and is characterized by a constant desire for general improvement and self-development, professional growth, integration of theoretical knowledge and practical skills.

Purpose of the Study

The research objectives were to identify teachers’ assessment of the quality of modern education in the region in comparison with previous years; formation of ‘burnout’ factors; impact of crisis-prone factors on personal and professional lives; overcoming these crisis-prone factors; formation of basic professional competencies; evaluation of teachers’ quality of life; and the level of satisfaction with additional professional education. Additionally, the research looked at the need for scientific rethinking of the values of the system for the formation of professional competencies within the changing society.

Research Methods

Methods employed in this research included surveys (questionnaires and interviews) and the analysis of reflective essays written by teachers at the end of professional training courses.

In this research study, we understand the norm in professional occupation of a teacher to be: 1) an adequate level of basic professional competencies; and 2) teacher’s understanding of meaning and prospects of individual professional occupation in the context of personal life (Dumcheva, 2015). The lack of professional competencies and absence of spiritual and mental reasoning for professional work and continuing professional development are regarded as a deviation from the norm, as well as a sign of professional deformation (Murzina, 2012).

Additionally, in the second part of the research, we understand that the need for transformations stems from the search for new approaches and methods of developing professional competencies among specialists. This enables them to realize the need for timely expansion of their existing competencies and learning of new ones to keep up with the constantly changing social conditions.

Findings

Conclusion

References

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2. Dumcheva, A.G. (2016). Psychological and Pedagogical Supervision as Means to Support Teachers. Academic Herald. Bulletin of St. Petersburg Academy of Postgraduate Teacher Education. 1 (31). 67-76. Retrieved from http://elibrary.ru/item.asp?id=27671304
3. Molochkova, I.V. (2005). Psychological Support for the Professional Development of a Teacher: Textbook. Chelyabinsk: Publishing House of SUSU.
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