A study of psychological well-being of teachers in Russia and Uzbekistan

in the scientific work, the psychological state of the teaching staff in our country and Uzbekistan is analyzed in detail. In the scientific work, the author examines the factors that affect the overall level of psychological state, which depends not only on the workload, but also on social support, including the level of satisfaction of teachers in modern working conditions. Also, psychological well-being represents the main aspects of the professional work of the teaching staff, which affects not only the quality of education, but also the life of the teacher in general. Using quantitative methods in scientific work and qualitative data were analyzed for the teaching staff of the two countries. The results obtained demonstrate not only the general, but also the specific at the stages of psychological well-being, while at the same time determining the main factors that contribute to the improvement of this state. Results. This study demonstrated that the psychological state of the teaching staff of the two countries differs significantly. In addition, the obtained result notes the need to take into account the specifics of the education system of Russia and Uzbekistan. Conclusion. The scientific novelty of the study is that it compares the level of psychological well-being of the teaching staff of the two countries, taking into account the cultural specifics of Russia and Uzbekistan. In particular, specific conditions are determined that contribute to and impede the psycho-emotional balance of teachers, which in this case is the basis for drawing up methodological recommendations for more effective conditions of professional activity in the considered contexts as a whole.

education system, educational process, training, teaching staff, professional activity, psycho-emotional state, stability and burnout