Studying the dynamics of social and professional well-being of teachers in the Republic of Mordovia

Introduction. Monitoring of the social and professional well-being of teachers (including at the regional level) is conditioned by the need to assess the effectiveness of the ongoing social reforms, including the modernization of the Russian education system. The purpose of the paper is to analyze the content and dynamic characteristics of the manifestation of social and professional health indicators of teachers as a social and professional group at the level of the Republic of Mordovia, taking into account the historical changes in the state of the society. Materials and Methods. The materials used were sociological surveys conducted in the Republic of Mordovia among teachers of general education schools. To analyze the data obtained, traditional statistical methods (comparison, grouping, index method) were used, as well as methods for testing statistical hypotheses. Results. The specificity of the social and professional well-being of teachers in the Republic of Mordovia has been studied. It has been proved that over the past 25 years the level of social well-being of teachers in the Republic has increased significantly: the interviewed teachers have shown a higher level of satisfaction with personal security, material prosperity, living standards of their families, entertainment, leisure, housing and working conditions. A high level of satisfaction with the profession of the teacher and its relationship with the experience of pedagogical work, as well as with the place of residence, has been revealed. Discussion and Conclusions. A high level of professional identity is inherent in more teachers with longer work experience, but the problem of age changes makes the professional recruitment of personnel into the school system urgent. The results obtained may serve as a stimulus for a more extensive study of the regional issues of modern teaching, including its 'social portraits', and may also be useful to the regional authorities dealing with the elaboration of education development programs.