Components and Determinants of Professional Self-Realization of Teaching Staff

Justification of the purpose of the study. The education system in Russia is undergoing major changes: reformation, hybrid education in the post-Covid period, digitalization, etc. This has an impact on the professional self-realization of teaching staff and needs to be aware of the main trends of this process. The purpose of the study: through theoretical analysis and psychodiagnostic research, to establish the main determinants of professional self-realization of teaching staff, the causes of emotional burnout, to study the semantic understanding of educational activity by respondents: the subject of activity, attitudes, value orientations. Study methods. Theoretical: comparative method and method of systematization of scientific ideas. Empirical: "Diagnosis of emotional burnout of personality" (V.V. Boyko), the questionnaire "The level of subjective control" (J. Rotter), the questionnaire "Coping strategies" (R. Lazarus), interviewing method, associative experiment. Study Results. The relationship between the level of professional self-realization of teachers and the effectiveness of their activities was established, which is mediated by both external and internal factors. The determinants of low and high levels of professional self-realization of education system specialists were identified, and a model of compliance of labor subjects with the subject of their professional activity was constructed. The main conclu-sions and their significance. The effectiveness of professional self-realization and the activities of specialists of the education system are determined by: conformity to the subject of activity; unity of selfawareness and self-regulation. Professional deformation and emotional burnout are different parameters in the assessment of professional self-realization of a specialist, because they affect different planes of mental activity, self-awareness and self-regulation. It has been empirically proven that emotional burnout does not always lead to professional deformation. At the same time, the level of self-awareness determines the degree of professional deformation: the lower the self-awareness of the specialist, the higher the professional deformation, and the higher the level of self-awareness of the employee, the lower the level of professional deformation. Thus, pro-fessional deformation is a consequence of the inconsistency between the personality a https://orcid.org/0000-0001-7821-2087 b https://orcid.org/0000-0001-5253-6921 c https://orcid.org/0000-0002-1463-6443 d https://orcid.org/0000-0002-2356-3119 e https://orcid.org/0000-0002-9216-009Х of a professional and the subject of his activity. That is, the professional self-realization of teaching staff is directly conditioned by their effectiveness in their activities.