Science for Education Today, 2024, vol. 14, no. 5, pp. 27–45
© Tikholaz T. M., Kazakova I. V., Kocheulova O. A., 2024
UDC: 
159.9.072.43

The study of newly-qualified teachers’ psychological well-being and personal reflection

Tikholaz T. M. 1 (Omsk, Russian Federation), Kazakova I. V. 1 (Omsk, Russian Federation), Kocheulova O. A. 1 (Omsk, Russian Federation)
1 Omsk State Pedagogical University
Full text (Open Access) — Downloaded 122
Abstract: 

Introduction. The article examines the peculiarities of psychological well-being and satisfaction with the profession of novice teachers in connection with personal reflection. The purpose of the study is to reveal the specifics of psychological well-being and personal reflection of teachers at the initial stage of professional development.
Materials and Methods. The study follows a systematic approach and the concept of psychological well-being (K Riff). In order to achieve the purpose of the research, the authors used theoretical (analysis, comparison, generalization, systematization) and empirical (tests) methods, as well as methods of statistical information processing. To collect relevant data, the methods were presented by means of a Google form via an online resource. The research sample consisted of 162 newly-qualified teachers from Omsk and the Omsk region whose work experience ranged between 6 months and 5 years.
Results. The authors of the article obtained the following results:
- analyzed and summarized Russian and international research investigations on issues of psychological well-being, the level of development of reflection and novice teachers satisfaction with their profession;
- the empirical results of the study are presented, which reflect the priority indicators of psychological well-being, the level and types of personal reflection, the level of satisfaction with the professional development of newly-qualified teachers; the specifics of psychological well-being and personal reflection of teachers are revealed, the types of teachers at the initial stage of professional development are described.
Conclusions. The specifics of psychological well-being and personal reflection of novice teachers are determined by difficulties in managing the environment, building interaction with colleagues and self-acceptance, readiness for personal growth and autonomy, and there is also insufficient development of reflection skills, in particular, reflection on communication and real activity, which affects satisfaction with professional activities. The types of novice teachers have been identified depending on the specifics of psychological well-being, the level of development and type of personal reflection, and satisfaction with profession.

Keywords: 

Psychological well-being; Satisfaction with professional activities; Personal reflection; The types of novice teachers

For citation:
Tikholaz T. M., Kazakova I. V., Kocheulova O. A. The study of newly-qualified teachers’ psychological well-being and personal reflection. Science for Education Today, 2024, vol. 14, no. 5, pp. 27–45. DOI: http://dx.doi.org/10.15293/2658-6762.2405.02
References: 
  1. Admiraal W., Kittelsen Røberg K.-I. Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages. Teaching and Teacher Education, 2023, vol. 125, pp. 104063. DOI: https://doi.org/10.1016/j.tate.2023.104063 
  2. Jackson J., Stevens T. Predicting teachers' job satisfaction from student aggression toward teachers and related trauma, contemporary School Psychology, 2022, vol. 27 (3), pp. 479-490. DOI: https://doi.org/10.1007/s40688-022-00409-5  
  3. Voyushina E. A., Postnikova M. I. Psychological well-being of teachers with different experience of pedagogical activity: A generational approach. Herzen University Conference on Psychology in Education, 2019, no. 2, pp. 842-850. (In Russian) DOI: https://doi.org/10.33910/herzenpsyconf-2019-2-105 URL: https://elibrary.ru/item.asp?id=44055294
  4. Somova N. L., Kononova A. S. Psychological and social well-being of young teachers of general education schools. Izvestia: Herzen University Journal of Humanities & Sciences, 2022, no. 206, pp. 258-266. (In Russian) DOI: https://doi.org/10.33910/1992-6464-2022-206-258-266 URL: https://elibrary.ru/item.asp?id=50003613
  5. Richter E., Lucksnat C., Redding C., Richter D. Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching. Teaching and Teacher Education, 2022, vol. 114, pp. 103704. DOI: https://doi.org/10.1016/j.tate.2022.103704 
  6. Toropova A., Myrberg E., Johansson S. Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 2020, vol. 73 (1), pp. 71-97. DOI: https://doi.org/10.1080/00131911.2019.1705247
  7. Rean A. A., Linkov A. L., Stavtsev A. A. Strengths of the teacher’s personality as a predictor of well-being at different levels of teaching. The World of Psychology, 2023, no. 1, pp. 75-86. (In Russian) URL: https://www.elibrary.ru/item.asp?edn=ylaazn URL: https://www.elibrary.ru/item.asp?id=52450780
  8. Tikhomirova M. A., Bordovskaya N. V., Koshkina E. A. Psychological well-being of teachers. Education and Self-Development, 2022, vol. 17 (2), pp. 188-202. (In Russian) DOI: https://doi.org/10.26907/esd.17.2.15  URL: https://elibrary.ru/item.asp?id=49022945
  9. Kudinov S. I., Kozlova O. S., Kudinov S. S., Kudinova S. S. Psychological well-being as a condition for professional self-realization of teachers. Educational Psychology in Polycultural Space, 2023, no. 2, pp. 16-27. (In Russian) DOI: https://doi.org/10.24888/2073-8439-2023-62-2-16-27 URL: https://www.elibrary.ru/item.asp?id=54100443
  10. Diener E., Suh E. M., Lucas R. E., Smith H. L. Subjective well-being: Three decades of progress. Psychological Bulletin, 1999, vol. 125 (2), pp. 276-302. DOI: https://doi.org/10.1037/0033-2909.125.2.276
  11. Luhmann M., Hofmann W., Eid M., Lucas RE. Subjective well-being and adaptation to life events: A meta-analysis. Journal of Personality and Social Psychology, 2012, vol. 102 (3), pp. 592-615. DOI: https://doi.org/10.1037/a0025948
  12. Ryff C. D., Keyes C. L. M. The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 1995, vol. 69 (4), pp. 719-727. DOI: https://doi.org/10.1037/0022-3514.69.4.719
  13. Sasaki N., Watanabe K., Imamura K., Nishi D., Karasawa M., Kan Ch., Ryff C. D., Kawakami N. Japanese version of the 42-item psychological well-being scale (PWBS-42): A validation study. BMC Psychology, 2020, vol. 8 (1), pp. 1-11. DOI: https://doi.org/10.1186/s40359-020-00441-1  URL: https://www.elibrary.ru/item.asp?id=52906732 
  14. Isaeva O. M., Akimova A. Y., Volkova E. N. PERMA-profiler: The approbation of the Russian version. Social Psychology and Society, 2022, vol. 13 (3), pp. 116-133. (In Russian) DOI: https://doi.org/10.17759/sps.2022130308 URL: https://www.elibrary.ru/item.asp?id=49546252
  15. Zhou E., Carmona R. K., Nwosisi E., Waldron E. M., Burnett-Zeigler I. Analysis of factor structure of the 42-item Ryff psychological well-being scale in a sample of African American women in a community health center. Journal of Human Behavior in the Social Environment, 2024, pp. 1-11. DOI: https://doi.org/10.1080/10911359.2024.2304576
  16. Ryff C. D. Psychological well-being revisited: Advances in the science and practice of Eudaimonia. Psychotherapy and Psychosomatics, 2013, vol. 83 (1), pp. 10-28. DOI: https://doi.org/10.1159/000353263  
  17. Gómez-López M., Viejo C., Romera E. M., Ortega-Ruiz R. Psychological well-being and social competence during adolescence: Longitudinal association between the two phenomena. Child Indicators Research, 2022, vol. 15 (3), pp. 1043-1061. DOI: https://doi.org/10.1007/s12187-021-09899-w  URL: https://www.elibrary.ru/item.asp?id=47911445 
  18. Winefield H. R., Gill T. K., Taylor A. W., Pilkington R. M. Psychological well-being and psychological distress: is it necessary to measure both? Psychology of Well-Being: Theory, Research and Practice, 2012, vol. 2 (1), pp. 3. DOI: https://doi.org/10.1186/2211-1522-2-3
  19. Vorobyeva E., Pravdina L., Shevchenko A. Features of psychological defenses and coping strategies among teachers of preschool educational institutions with different levels of psychological well-being. Psychological Science and Education, 2024,vol. 29 (2), pp. 112-125. (In Russian) DOI: https://doi.org/10.17759/pse.2024290208    URL: https://www.elibrary.ru/item.asp?id=67219724
  20. Steel P., Schmidt J., Shultz J. Refining the relationship between personality and subjective well-being. Psychological Bulletin, 2008, vol. 134 (1), pp. 138-161. DOI: https://doi.org/10.1037/0033-2909.134.1.138
  21. Leontiev D. A. Happiness and well-being: Toward the construction of the conceptual field. Monitoring of Public Opinion: Economic and Social Changes, 2020, no. 1. pp. 14-37. (In Russian) DOI: https://doi.org/10.14515/monitoring.2020.1.02 URL: https://www.elibrary.ru/item.asp?id=42561427
  22. Morosanova V. I. Conscious self-regulation as a meta-resource for achieving goals and solving the problems of human activity. Moscow University Psychology Bulletin, 2021, no.1, pp. 4-37. (In Russian) DOI: https://doi.org/10.11621/vsp.2021.01.01  URL: https://www.elibrary.ru/item.asp?id=44945784
  23. Li S. Psychological wellbeing, mindfulness, and immunity of teachers in second or foreign language education: A theoretical review. Frontiers in Psychology, 2021, vol. 12, pp. 720340. DOI:  https://doi.org/10.3389/fpsyg.2021.720340 
Date of the publication 31.10.2024