The criterion of the subjectogenesis of a higher school teacher in the context

Relevance. The problems of subjectogenesis have been of interest to researchers for many years, but recently more and more attention has been paid to the issue in terms of the stages of professionalization, the influence of various professional environments and conditions of professional activity, as well as criteria for evaluating its formation, constructive and destructive models of its formation. Our focus is on higher school teachers in the context of continuous pedagogical activity.

Purpose. To identify and measure the level of formation of criteria for the subjectogenesis of higher school teachers.

Methods and materials. Theoretical analysis of scientific publications on the research topic; empirical - psychodiagnostic methods: questionnaire of socio-psychological adaptation of personality by K. Rogers and R. Diamond; Scale of subjective well-being (G. Perrudet-Badoux) (adaptation by M.V. Sokolova); questionnaire "Style of self-regulation of behavior" by V.I. Morosanova; the methodology for determining the level of reflexivity by A.V. Karpov; The scale of psychological well-being by K.Riff (Shevelenkova, Fesenko), the Scale of subjective happiness by S. Lyubomirsky translated by D.A.Leontiev, the scale of life satisfaction by E. Translated by D.A.Leontiev, Motivation in pedagogical activity; methods of statistical processing of the collected data.

Results. During the diagnostic process, empirical data was obtained on the peculiarities of modern teachers' attitudes towards motivational factors that have a different impact on the success of their professional activities. An empirical study of the assessment of criteria for the formation of stages of subjectogenesis among higher school teachers has been implemented. The study of subjective well-being and the system of self-regulation among higher school teachers revealed a low indicator. The self-regulation system is characterized by an average level of planning, programming, flexibility, evaluation of the results of achieving the goal and independence with low indicators of the level of severity of modeling the conditions for achieving the goal. The average level of reflexivity development has been revealed. Insufficiently developed reflexive abilities related to the analysis of one's activities and communication contribute to the development of anxiety and depression, emotional and moral disorientation and reduction of professional responsibilities, contributing to the emergence of a state of burnout in teaching. In the logic of the study, the indicators of the "norm" are investigated. Its quality is socio-psychological adaptation and "deviations" in the formation of subjectogenesis, its quality is the "state of burnout". As a result of factorization of the structural components of the state of burnout, socio-psychological adaptation and criteria of subjectogenesis, three main factors were identified. For higher school teachers, the first factor consists of the structural components of burnout, as well as the overall burnout index. The second factor includes subjective well-being as a criterion for the influence of burnout, which acts as a mechanism for regulating the state of burnout among higher school teachers. The third most important factor is represented by reflexive mechanisms. Thus, considering self–regulation, reflexivity, motivation, and subjective well-being as a system of criteria allows us to comprehensively assess how successful the process of becoming a person as a subject of one's own life is - an active, conscious, and satisfied author of one's life path.

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