Science for Education Today, 2026, vol. 16, no. 2, pp. 7–24
© Kazakova I. V., Tikholaz T. M., 2026
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159.9.072.43+37.03+316.6

Characteristics of newly-qualified teachers’ reflection: Evaluating the manifestations of psychological well-being predictors

Kazakova I. V. 1 (Omsk, Russian Federation), Tikholaz T. M. 1 (Omsk, Russian Federation)
1 Omsk State Pedagogical University
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Abstract: 

Introduction. This article examines the psychological well-being of newly-qualified teachers in an educational setting. The purpose of the study is to identify the characteristics of the manifestation of psychological well-being predictors.
Materials and Methods. The methodological basis for the study was a comprehensive approach to understanding psychological well-being presented in M. Seligman’s PERMA concept, which considers positive emotions, engagement, relationships, meaning, and accomplishment as the main resources for positive functioning. It also includes D.A. Leontiev and E.N. Osin’s differential model of reflexivity and E.N. Volkova’s concept of the subjectivity structure.
This objective was achieved through theoretical (analysis, comparison, generalization, systematization) and empirical methods (testing), as well as statistical data processing. Data were collected using a Google form. The sample includes 221 newly-qualified teachers with work experience between 1 and 5 years from Omsk and the Omsk region, Krasnoyarsk, Surgut, Ufa, Blagoveshchensk, Yakutsk, Ulyanovsk, Komsomolsk-on-Amur, and Khabarovsk.
Results. – the results of the empirical study are presented, reflecting the average level of both the overall psychological well-being indicator and the components of psychological well-being among teachers at the initial stage of their professional career.
– the characteristics of predictors of psychological well-being, represented by an unbalanced structure of agency and an average level of reflection, are substantiated.
– a factor analysis identified and described four factors that can be represented as teacher types, each of which interrelates the scales of psychological well-being, agency, and reflection.
Conclusions. The authors identified the characteristics of psychological well-being predictors in newly-qualified teachers, which provide opportunities to identify targets for preventive interventions.

Keywords: 

Psychological well-being; newly-qualified teacher; Teaching; Subjectivity structure; Teacher subjectivity; Systemic reflection; Introspective reflection, Quasi-reflection.

For citation:
Kazakova I. V., Tikholaz T. M. Characteristics of newly-qualified teachers’ reflection: Evaluating the manifestations of psychological well-being predictors. Science for Education Today, 2026, vol. 16, no. 2, pp. 7–24. DOI: http://dx.doi.org/10.15293/2658-6762.2602.01
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Date of the publication 30.04.2026