THEORETICAL ANALYSIS OF PSYCHOLOGICAL FACTORS OF STABILITY OF THE PROFESSIONAL SELF OF TEACHERS OF THE SOCIONOMIC SPHERE IN THE CONDITIONS OF EDUCATIONAL STRESS
DOI:
https://doi.org/10.32782/psy-visnyk/2026.1.16Keywords:
professional self, professional identity, resilience, educational stress, self-efficacyAbstract
The modern education system operates under conditions of increased psychological stress. This leads to increased educational stress and highlights the problem of maintaining the professional stability of teachers in the socionomic sphere. Ongoing transformational changes in the educational sphere, digitalization, and crisis social conditions increase the risks of professional burnout and destabilization of professional identity. Ongoing chronic stress necessitates a thorough theoretical understanding of the role of psychological factors in shaping the professional resilience of specialists, among whom teachers in the socionomic sphere occupy a leading position.. The aim of the work is to theoretically generalize and systematically analyze the psychological factors of the stability of the professional “I” of teachers in the socionomic sphere in conditions of educational stress, with an emphasis on the role of professional identity, self-efficacy, and resilience. Results. As a result of a theoretical and review analysis of contemporary scientific research, it has been established that the stability of teachers' professional “I” is formed as a multilevel dynamic system of individual psychological resources. Professional identity determines the semantic integrity of professional self-perception, while professional self-efficacy is a mechanism for realizing this identity in the context of educational workload. Resilience is considered an integrative resource for adaptation that ensures the maintenance of professional effectiveness and psychological balance. A conceptual distinction is proposed between normative functional resilience and transformational resilience, which reflect different levels of stability of the professional “I” depending on the intensity of educational stress. The significant role of the social context and collegial support in moderating the impact of stress factors has been established. Conclusions. The stability of the professional “I” of a teacher in the socionomic sphere is the result of the interaction of professional identity, self-efficacy, resilience, and the social environment, which justifies the need for a comprehensive approach to its study and support in conditions of educational stress.
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