Contemporary Trends in Research on Teacher Self-realization in Russian Science

The purpose of the study is to analyze approaches to the study of the phenomenon of “teacher self-realization” in the works of modern Russian scientists published in the period from 2021 to 2025. Three key research vectors have been identifi ed: psychological determinants and barriers to teacher self-realization, the development of subjectivity and personal and professional development, resource and acmeological approaches to teacher development. It is established that modern Russian science is characterized by a combination of traditional and innovative methodological approaches. It is shown that the study of teacher’s self-realization is dominated by system integrative paradigms. Priority directions for further research and practical developments in the field of educational psychology have been identified.