Engagement as a Predictor for The Resourcefulness of Higher Education Teacher at Work

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DOI: https://doi.org/10.32782/2307-9770.2023.11.04.02

Paper Language: UKR

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Abstract

The quality of education significantly influences the future of the country and its citizens. It generally depends on the ability of individual teachers to perform with quality and efficiency. The study is about theoretical and practical aspects of teacher's resourcefulness. Covered domestic and foreign studies on the rational organization of education, identification of the influence on the teacher’s resources, specifically the impact of work engagement. The actual resource for higher education teachers in Ukraine was researched and the learning program for the resource replenishment was developed. Based on theoretical (analysis, comparison, synthesis, abstraction) and empirical research methods (psychodiagnostic to research the level of work engagement, mental activity, and stability, emotional attitude, resilience of teachers; descriptive pedagogical experiment to identify the resources of higher education teachers), it is identified that teachers demonstrate high motivation for work and do not show a tendency for emotional burnout. Difficulties with distancing from work, a low level of resilience, insufficient skills in using active problem-solving strategies, and recovering from failure situations are noted. The correlation between engagement and the teacher's resources is defined based on the Spearman coefficient. The training program for the teacher's resource replenishment is developed, incorporating group exercises in balanced planning, stress management, teamwork, resilience, positive thinking, and educational coaching technology.

Keywords

higher education teacher, personal resource, higher education teacher resource, work engagement, resilience, emotional burnout, JD-R model

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