Relevance of the problem. The study of well-being in education is an important area of scientific research and practical interventions. WHO declare the human right to well-being. The aspect of the students’ well-being was added to the OECD PISA profiles and in the UN Sustainable Development Goals in the Edu2030, which confirm the significance of this theme (UNESCO, 2016). The key role of teacher well-being for the well-being of students and the educational environment in whole has become the focus of scientific publications, in particular confirming the significant relationship between school safety and teacher well-being (Sürücü Atila, & Ünal, 2015). However, teachers’ well-being remains low, which is revealed in the problem of the mass dismissal of teachers from schools. This problem is especially relevant among young teachers (OECD, 2020). This situation leads to a social contradiction that updates the study of the problem of teachers’ well-being in the context of socio-professional conditions and the ethics of the profession. Current research of well-being is focused on an ecological approach as relevant to the modern requirements of science (Mercer, 2021). Thus, the purpose of this study is to define the concept of “subjective well-being of a teacher” and develop a model of the subjective well-being of a teacher in the context of the safety of educational environment using relevant scientific and methodological tools. Research methods: search and confirmatory factor analysis, comparative, correlation analysis. Technique: WHOQOL-100 Questionnaire, B. Tuckman Procrastination Scale”, Melbourne Decision Inventory, AVEM Questionnaire. The study sample consisted of N=600 teachers of secondary schools of the Republic of Tatarstan, noted by the type of settlement and their socio-economic zone.
Research results. A model of the teacher’s subjective well-being has been developed in the context of the ethics of the profession “The triangle of professional well-being of a teacher”, which includes ownership, professional aspirations and quality of life as system-forming peaks. Practical significance. The results of the study can be applied for the educational programs for teachers’ training and retraining, for the supervising and psychological and pedagogical support of a teacher as well as to ensure the psychological safety of the learning environment of the school.
Month : December 2022
Social, Psychological and Organizational Factors Affecting the Psychological Safety of the Educational Environment
According to data of the Security Council of the Russian Federation, various forms of violations of human behavior are seen in the education and youth environment, including through immersion in destructive ideologies on the Internet. These data write down the need to study the factors affecting the psychological safety of the environment, especially the educational and youth environment (students and schoolchildren). In this regard, the purpose of the study is to identify the influence of social, psychological and organizational factors on the psychological safety of the educational environment.
The study was conducted based on big data analysis of 164 schools. They include data from schools on the following indicators: “suicides”, “suicide attempts”, “crimes”, “psychological competencies of managers”, “staff turnover”, etc.
The statistical method of big data analysis is the leading one in describing the results of the study. Factor analysis was used to describe a multidimensional model of psychological safety of the educational environment. A two-sample F-test was used to compare the sample populations.
The results of the study allowed us to identify factors influencing the psychological safety of the educational environment: high turnover of teaching staff, lack of psychological competencies in the administration of educational organizations, the number of suicidal attempts, a large number of representations of the prosecutor’s office, etc.
The results of the study made it possible to form instructions to the executive authorities of the Republic of Tatarstan signed by the President of the Republic of Tatarstan – Chairman of the Anti-Terrorist Commission in the Republic of Tatarstan. The instructions are aimed at improving the effectiveness of the psychological service in education; the formation of psychological competencies of key managers responsible for the organization of psychological, social and educational activities; the inclusion in the job descriptions of key managers responsible for the organization of psychological, social and educational activities of new labor functions for the formation of psychological security of the educational environment, as well as the identification and support of students in need of socio-psychological support.