Social well-being of teachers during the period of educational reforms (case study of Vologda)

Introduction: teachers in Russia are traditionally one of the most vulnerable socio-professional groups. In this regard, the study of their social well-being is actual research area, because social situation and psychological well-being of teachers largely determines the quality of education. Materials and Methods: the article on the example of Vologda discusses the results of the third monitoring wave (2017) of teachers' economic status and social well-being in Vologda region, carried out by the Vologda Research Center of the Russian Academy of Sciences (till August 2017 - Institute of Socio-Economic Development of Territories of Russian Academy of Sciences) since 2011 with the direct participation of the authors. For the interpreta­tion of the data we used methods of analysis, synthesis and comparison. Results: analysis of social well-being of school teachers of Vologda during the period of reforms in education, 2010-2017 helped to identify trends of the deterioration of the social mood of teachers and indicators of identity, decline in the purchasing power of wages and teachers' trust in education policy. At the same time the proportion of teachers who have the desire to leave school for work in another field has reduced. Teachers become more confident to say that their work benefits society. The article outlines the main directions that contribute to improving indicators of social well-being of teachers. Discussion and Conclusions: the study shows that along with certain positive aspects, the negative trends in the social wellbeing of teachers develop. This conclusion is supported by other regional and national stud­ies, suggesting the need for adjustment to modern educational policy in order to enhance social status and prestige of the teachers' profession and standard of living.