Haigher school teachers’ subjective vision of professional success: contradictions and requirements of reality

The authors consider the relevant problem of perceptions of professional success as an integrative phenomenon performing the function of the correlation of own trajectory of professional development with the requirements of reality. The significance of investigating the visions of professional success of a modern teacher as the necessary condition for building own professional success in accordance with the requirements of reality is mentioned. The aim is to study the structure of a modern higher school teacher’s vision of his own professional success. Маterials and Methods. The research was conducted with 125 teachers of an educational organization of the Russian Ministry of Internal Affairs by means of the modified version of the authors’ questionnaire «Life Success». Processing the empirical data packages of programmes SPSS 25.0 and Excel, methods of descriptive statistics were employed. Correlation and factor analyses were conducted. Results and Discussion. The authors revealed and outlined the main problem of discrepancy between visions and the demands of reality. The structure of visions of professional success was revealed, its main components being the views of value basis for success, visions of personal qualities determining success, emotional states typical for the process and the result of achieving success. The structural components of visions were under empirical study, their peculiarities and conflicts with the demands of the reality were revealed: in the field of the most important personal qualities and value orientations which determine successful professional activity of a modern teacher, aggravation of negative phenomena depending on the age and teaching experience with regard to meaningfulness and positive modality of experiences associated with success. Conclusions. The peculiarities of visions of professional success were revealed: focus on the old-fashioned patterns of higher school teacher’s professional success; social and spiritual and status-pragmatical value focus in establishing professional success; age-related intensity of negative modality of experiences typical for the situations of professional success; existential problems of professional success of a higher school teacher.