Cite this article as:

Бочарова Е. Е. Satisfaction with their Profession in Urban and Rural High-School Teachers . Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2017, vol. , iss. 3, pp. 253-?. DOI: https://doi.org/10.18500/2304-9790-2017-6-3-253-260


Satisfaction with their Profession in Urban and Rural High-School Teachers

Abstract: 

In the current context of ongoing modernization of the Russian system of education, associated with an imperative need in the “new” teacher who will be able to accept objective social changes, meet the demands of the transforming education system, and be capable of professional “mobility” in his/her pedagogical work, satisfaction with one’s professional occupation becomes one of the indicators of the initiation of a process of unlocking the teacher’s personality potential and actualizing his/her own self in their work. The purpose of the study presented in this article is to research occupational satisfaction in teachers of rural and urban schools. The research hypothesis is that there are qualitative and quantitative differences in structural and content-related characteristics of occupational satisfaction in teachers in rural and urban schools. An empirical study was performed on a sample of teachers in urban (n = 42) and rural (n = 42) schools; out of the teachers of urban schools, 95 percent were women, their median age — 51,6; out of the teachers of rural schools, 95 percent were women, and their median age was 52,8. The study employed the following psychodiagnostic instruments: Rating of Value and Needs-Related Orientations of Employees Questionnaire (by L. G. Laptev) and Level of Social Frustratedness Instrument (L. I. Vasserman, modified by V. V. Boiko). It was established that urban teachers demonstrate a significantly higher level of occupational satisfaction than their rural counterparts, and that their satisfaction is associated primarily with the recognition of the teacher’s attempts at better professional performance by the school administration, as well as with their ability to maintain friendly relationships at work. The study revealed that teachers in rural schools are experiencing a sense of unsatisfied want for financial prosperity, which results in them feeling uncertain about a financially sound future. It is observed that rural teachers demonstrate a desire to change their jobs for more high-status and better-paid ones, but they do not demonstrate any desire to develop professionally or pursue continuous education.

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