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Social Sciences and Childhood
2025. Vol. 6, no. 3, 37–49
doi:10.17759/ssc.2025060303
ISSN: 2713-0584 (online)

Psychological well-being of successful teachers and teachers experiencing difficulties in self-actualization

 
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Abstract

Context and relevance. Psychological well-being is a significant predictor of teachers’ professional success. The study is grounded in Carol Ryff’s theory of psychological well-being, which conceptualizes it as a multidimensional construct encompassing both subjective experiences and objective indicators of personality functioning. Objective. To identify differences in indicators of psychological well-being and its personal predictors in professionally successful teachers and teachers experiencing difficulties in self-actualization. Methods and Materials. The study involved 500 teachers from general secondary schools in Minsk, Republic of Belarus, aged 20 to 78 years (75 men and 425 women). Student’s t-test was used for pairwise comparisons, and one-way ANOVA was employed to compare teachers across different professional categories. Results. Statistically significant differences were found between the two groups in psychological well-being and its personal determinants, specifically in the following key variables: psychological well-being, values, resilience, self-control, and behavioral normativity. Conclusions. Professionally successful teachers are characterized as psychologically well-functioning and resilient individuals with high self-control, a positive self-attitude, clear goals, and an orientation toward self-development, creativity, and achievement. In contrast, teachers facing self-realization difficulties exhibit low self-control, impulsivity, interpersonal challenges, reduced sense of life meaningfulness, and a less positive self-attitude, which collectively hinder their professional fulfillment. To enhance teachers’ professional effectiveness and psychological well-being, it is recommended to integrate the development of resilience, emotional regulation, responsibility, goal-setting, a positive self-attitude, interpersonal relationship skills, and the search for meaning in professional activity into in-service training programs and psychological support systems.

General Information

Keywords: psychological well-being, teacher, professional success, resilience, personal predictors of well-being

Journal rubric: Pedagogy and Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/ssc.2025060303

Received 06.10.2025

Revised 24.10.2025

Accepted

Published

For citation: Kasperovich, V.V., Semionova, E.M. (2025). Psychological well-being of successful teachers and teachers experiencing difficulties in self-actualization. Social Sciences and Childhood, 6(3), 37–49. (In Russ.). https://doi.org/10.17759/ssc.2025060303

© Kasperovich V.V., Semionova E.M., 2025

License: CC BY-NC 4.0

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Information About the Authors

Valentina V. Kasperovich, Applicant of the Laboratory of Personality Development, State Educational Institution “Academy of Education”, Minsk, Belarus, ORCID: https://orcid.org/0000-0002-7598-0387, e-mail: sobakabandit0803@gmail.com

Elena M. Semionova, Candidate of Science (Psychology), Docent, Associate Professor of the Faculty of Distance Learning, Moscow State University of psychology and education, Associate Professor of the Department of General and Organizational Psychology, Belarusian State Pedagogical University named after Maxim Tank, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-0164-1024, e-mail: elsem507@gmail.com

Contribution of the authors

Valentina V. Kasperovich — research ideas; planning and conducting the study; writing the manuscrip

Elena М. Semionova — application of statistical, mathematical, and other methods for data analysis; description of the empirical results; editing the manuscript; preparation of the article for publication.

All the authors participated in the discussion of the results and agreed on the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

Written informed consent for participation in this study was obtained from the participants.

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