UNIVERSAL AND CULTURALLY-SPECIFIC PREDICTORS OF TEACHERS' PSYCHOLOGICAL WELL-BEING: A COMPARATIVE STUDY IN RUSSIA AND UZBEKISTAN

This article identifies universal and culturally-specific personal predictors of psychological well-being among teachers in Russia and Uzbekistan. The methodology involved factor analysis and multiple regression analysis of data from 300 teachers (150 from each country). It was found that burnout and vulnerability to stress are universal negative predictors of positive functioning. Simultaneously, proactive social responsibility and situational externally-oriented responsibility demonstrate a culturally-specific prognostic role. The findings highlight the need for culturally sensitive approaches to supporting teachers' psychological well-being.