Integrative theoretical model of psychological safety research among university teachers

Context and relevance. The current state of Russian higher education is characterized by ongoing reforms, stricter scientometric requirements, and the introduction of performance-based contracts, which are accompanied by increased cognitive and emotional strain on academic staff. In this context, the phenomenon of psychological safety of the educational environment gains particular importance; however, classical Western concepts do not fully account for the cultural and institutional specificity of the Russian academic environment. Objective: to develop and theoretically justify an integrative model for studying the psychological safety of university teachers that synthesizes resource-based, environmental, individual-personal, ecopsychological, acmeological, and energy-informational approaches. Hypothesis. It is assumed that the integration of these approaches overcomes the limitations of single-approach analysis and provides a multidimensional explanation of the mechanisms linking the psychological safety of the educational environment with professional burnout among teachers, taking into account culturally specific factors. Methods and materials. Theoretical analysis and qualitative synthesis of scientific literature on the problem of psychological safety and professional burnout; methods of generalization, systematization, and modeling. Results. The paper proposes an integrative theoretical model in which psychological safety is viewed as an integral result of the interaction of six approaches: the resource approach defines resource loss as a mechanism of burnout; the environmental approach captures the objective parameters of the educational environment; the ecopsychological approach introduces a typology of interaction in the “person—environment” system; the acmeological approach sets the vector of professional development; the energy-informational approach accounts for the psychophysiological cost of adaptation; the individual-personal approach emphasizes the role of professional readiness and personal qualities of the teacher. The concept of interpersonal risk in relation to teachers is elaborated, and the concept of tolerance to interpersonal risk is introduced as a dynamic state determined by a set of factors corresponding to the six approaches. Culturally specific mechanisms are identified: collective proactive coping, the safety paradox, and existential threats. Conclusions. The proposed model overcomes both the Western-centric bias and the purely personalistic interpretation of burnout, substantiates the need for cultural adaptation of diagnostic tools, and opens prospects for empirical verification and cross-cultural research.

1. Ананьев, Б.Г. (1996). Психология и проблемы человекознания. М.: Институт практической психологии.
   Ananyev, B.G. (1996). Psychology and problems of human science. Moscow: Institute of Practical Psychology. (In Russ.).
2. Баева, И.А. (2002). Психологическая безопасность образовательной среды: теоретические основы и технологии создания. СПб.
   Baeva, I.A. (2002). Psychological safety of the educational environment: theoretical foundations and technologies of creation. Petersburg. (In Russ.).
3. Березина, Т.Н. (2019). Психологические ресурсы совладания с профессиональным выгоранием у педагогов. Психологические исследования, 12, 7—15.
   Berezina, T.N. (2019). Psychological resources of coping with professional burnout among teachers. Psychological Studies, 12, 7—15. (In Russ.).
4. Бодалев, А.А. (2003). Психология общения. М.: Изд-во Московского психолого-социального института; Воронеж: НПО «МОДЭК».
   Bodalev, A.A. (2003). Psychology of communication. Moscow: Moscow Psychological and Social Institute Publishing; Voronezh: NPO MODEK. (In Russ.).
5. Водопьянова, Н.Е. (2008). Синдром выгорания: диагностика и профилактика. СПб.: Питер.
   Vodopyanova, N.E. (2008). Burnout syndrome: diagnosis and prevention. Petersburg: Piter. (In Russ.).
6. Гнездилов, Г.В., Крук, В.М., Ионкин, В.Б., Кулик, Д.Ю. (2024). Психологическая готовность и надежность личности военнослужащего в контексте профессионального психологического отбора как средства профессиональной и психологической подготовки кадров. Человеческий капитал, 6, 63—72.
   Gnezdilov, G.V., Kruk, V.M., Ionkin, V.B., Kulik, Yu. (2024). Psychological readiness and reliability of a serviceman's personality in the context of professional psychological selection as a means of professional and psychological training of personnel. Human Capital, 6, 63—72. (In Russ.).
7. Деркач, А.А. (2004). Акмеологические основы развития профессионала. М.: РАГС.
   Derkach, A.A. (2004). Acmeological foundations of professional development. Moscow: RAGS. (In Russ.).
8. Ерзылева, И.А., Мамаева, Ю.А. (2024). Психологическая безопасность преподавателя вуза в условиях цифровой трансформации образования. Бизнес. Образование. Право, 2, 360—364. https://doi.org/10.25683/VOLBI.2024.67.952
   Erzyleva, I.A., Mamaeva, Yu.A. (2024). Psychological safety of a university teacher in the context of digital transformation of education. Education. Law, 2, 360—364. (In Russ.). https://doi.org/10.25683/VOLBI.2024.67.952
9. Кочетков, Н.В., Маринова, Т.Ю., Орлов, В.А., Расходчикова, М.Н., Хаймовская, Н.А. (2023). Актуальные зарубежные исследования профессионального выгорания у учителей. Современная зарубежная психология, 12(2), 43—52. https://doi.org/10.17759/jmfp.2023120204
   Kochetkov, N.V., Marinova, Yu., Orlov, V.A., Raskhodchikova, M.N., Khaimovskaya, N.A. (2023). Current foreign studies of professional burnout among teachers. Modern Foreign Psychology, 12(2), 43—52. (In Russ.) https://doi.org/10.17759/jmfp.2023120204
10. Кузьмина, Н.В. (1990). Профессионализм личности преподавателя и мастера производственного обучения. М.: Высшая школа.
    Kuzmina, N.V. (1990). Professionalism of the personality of a teacher and master of vocational training. Moscow: Vysshaya shkola. (In Russ.).
11. Леонова, А.Б. (2007). Комплексная стратегия анализа профессионального стресса: от диагностики к профилактике. М.: Институт психологии РАН.
    Leonova, A.B. (2007). Comprehensive strategy for analyzing occupational stress: from diagnosis to prevention. Moscow: Institute of Psychology RAS. (In Russ.).
12. Леонова, О.И., Поликаркина, Е.И. (2014). Механизмы создания психологически безопасной образовательной среды в образовательной организации общего образования. Психологическая наука и образование, 6(3), 276—285. https://doi.org/10.17759/psyedu.2014060326
    Leonova, O.I., Polikarkina, E.I. (2014). Mechanisms for creating a psychologically safe learning environment in an educational institution of general education. Psychological-Educational Studies, 6(3), 276—285. (In Russ.). https://doi.org/10.17759/psyedu.2014060326
13. Литвинова, А.В., Новикова, С.Д. (2026). Специфические стрессы и ресурсы педагогов как факторы профессионального долголетия. Экстремальная психология и безопасность личности, 3(1), 12—32. https://doi.org/10.17759/epps.2026030101
    Litvinova, A.V., Novikova, S.D. (2026). Specific stresses and resources of teachers as factors of professional longevity. Extreme Psychology and Personal Safety, 3(1), 12—32. (In Russ.). https://doi.org/10.17759/epps.2026030101
14. Панов, В.И. (2014). Экопсихология: парадигмальный поиск. М.; СПб.: Нестор-История.
    Panov, V.I. (2014). Ecopsychology: a paradigmatic search. Moscow; St. Petersburg: Nestor-Istoriya. (In Russ.).
15. Семенов, А.Л. (2019). Трансформация академической профессии в России: между эффективностью и выживанием. Вопросы образования, 3, 120—138.
    Semenov, A.L. (2019). Transformation of the academic profession in Russia: between efficiency and survival. Educational Studies, 3, 120—138. (In Russ.).
16. Хасан, Б.И., Тюменева, Ю.А. (2012). Особенности организационной культуры российских вузов. Психология образования, 4, 78—89.
    Khasan, B.I., Tyumeneva, Yu.A. (2012). Characteristics of organizational culture in Russian universities. Psychology of Education, 4, 78—89. (In Russ.).
17. Ясвин, В.А. (2001). Образовательная среда: от моделирования к проектированию. М.: Смысл.
    Yasvin, V.A. (2001). Educational environment: from modeling to design. Moscow: Smysl. (In Russ.).
18. Bakker, A.B., Demerouti, E. (2024). Job demands-resources theory: Frequently asked questions. Journal of Occupational Health Psychology, 29(3), 188—200. https://doi.org/10.1037/ocp0000376
19. Detert, J.R., Burris, E.R. (2007). Leadership behavior and employee voice: Is the door really open? Academy of Management Journal, 50(4), 869—884. https://doi.org/10.5465/amj.2007.26279183
20. Edmondson, A.C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350—383. https://doi.org/10.2307/2666999
21. Fleming, C.M., Calvert, H.G., Turner, L. (2023). Burnout among school staff: A longitudinal analysis of leadership, connectedness, and psychological safety. School Mental Health: A Multidisciplinary Research and Practice Journal, 15(3), 900—912. https://doi.org/10.1007/s12310-023-09594-x
22. Gong, B., Li, Y. (2025). Professional identity and burnout among college teachers under China's up-or-out policy: The role of psychological safety climate. Social Behavior and Personality: An international journal, 53(6), e14413. https://doi.org/10.2224/sbp.14413
23. Hascher, T., Beltman, S., Mansfield, C. (2021) Teacher wellbeing and resilience: Towards an integrative model. Educational Research Review, 34, e100416. https://doi.org/10.1080/00131881.2021.1980416
24. Hobfoll, S.E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513—524. https://doi.org/10.1037/0003-066X.44.3.513
25. Hofstede, G. (2001). Culture's Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. 2nd ed. Thousand Oaks, CA: Sage Publications.
26. House, R.J., Hanges, P.J., Javidan, M., Dorfman, P.W., Gupta, V. (2004). Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies. Thousand Oaks, CA: Sage Publications.
27. Maslach, C., Schaufeli, W.B., Leiter, M.P. (2001) Job burnout. Annual Review of Psychology, 52, 397—422. https://doi.org/10.1146/annurev.psych.52.1.397
28. Stang-Rabrig, J., Brüggemann, T., Lorenz, R., McElvany, N. (2022). Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands. Teaching and Teacher Education, 117, 103803. https://doi.org/10.1016/j.tate.2022.103803