Psychological well-being of teachers with different types of professional identity

the study examines the psychological well-being and professional identity of teachers. The relevance of the topic is driven by increasing psycho-emotional demands in teaching, which heightens the risk of burnout and reduces the overall effectiveness of the educational process. The work employs the eudaimonic approach (C. Ryff) to analyze psychological well-being and L.B. Schneider’s concept of professional identity. The study aims to identify differences in psychological well-being characteristics depending on the type of professional identity. The research involved 51 college teachers from Vladivostok, including 39 women and 12 men. The Kruskal-Wallis H-test was used to assess differences, as it is applied for comparing two or more samples based on a given criterion. The results revealed significant differences in psychological well-being levels among teachers with different types of professional identity (p ? 0.01). Teachers with a positive achieved identity demonstrated higher well-being indicators, whereas diffuse and crisis identities were associated with low well-being levels. The findings contribute to occupational psychology and educational psychology, expanding the understanding of factors influencing teachers’ professional resilience.

psychological well-being, professional identity, Ryff’s psychological well-being scales (PWB), eudaimonic well-being, teacher, professional self-identity formation