Strategies for coping the loss of profession of late age teachers
The article presents the results of a study devoted to the definition of strategies for overcoming the crisis of loss of profession among older teachers. The study involved 387 teachers working in schools in Ekaterinburg, the average age is 57,8 years. Research methods: biographical questionnaire; test of hardiness S. Maddy in adaptation by E. N. Osin, E. I. Rasskazova; T. V. Kornilova’s new questionnaire of tolerance to uncertainty; scale of psychological well-being K. Riff in adaptation T. D. Shevelenkova, P. P. Fesenko; questionnaire “Motivation of professional activity” K. Zamfir modified by A. A. Rean; method of quality of life SF-36. The biographical questionnaire was used to form a sample according to the type of strategy for overcoming the crisis of loss of profession - constructive or destructive. The biographical questionnaire data was processed using content analysis. Elements in the texts of psychobiographies were considered all statements characterizing crises and related to ways of overcoming crises. Comparison of the selected groups in terms of indicators of psychodiagnostic techniques was carried out using the Welch t-test. It was found that a constructive strategy for overcoming the crisis of the loss of a profession among older teachers is characterized by the building of goals, the desire for development, a positive assessment of the profession and achievements. A destructive strategy is associated with the devaluation of the profession, the absence or narrowing of professional plans. It is shown that teachers with a constructive strategy are characterized by higher indicators of hardiness, tolerance to uncertainty, psychological well-being, mental and physical health, as well as internal motivation, in comparison with teachers with a destructive strategy.