Technologies for well-being of the teacher's professional activity: problems of measurement and understanding

The Russian professional teachers' community is actively developing the idea of the successful teacher as a person, the meaning of his career is to achieve high “indicators”, victories in professional competitions that have nothing in common with real results of his work - socialization of new generations. The true value and meaning of pedagogical work are lost in the pursuit of leading positions in ranking educational institutions, in a series of open classes and reporting activities. Possession of attributes of success is weakly associated with well-being. Performance of rating “indicators” is associated with “professional burnout”, health deterioration, disappointment in the profession, chronic fatigue from communicating with colleagues and students, loss of vital energy. The focus on success in implementing their professional activities is accompanied by the loss of logic to fulfill the mission of educating the young generation. The paradox of modern learning is determined by the feeling of the lack of happiness, the joy of socializing in educational institutions. Execution of instructions, filling out forms, compliance with “indicators” makes it impossible for a person to show such feelings. Welfare and joy in the process of transferring social experience, identifying the forms and meanings of this process against the background of endless innovations and sweeping reforms in the field of education are the research problem, which the article is devoted to. The authors believe that the paradox of incompatibility of management and self-realization processes in educational institutions is solved through the use of humanistic technologies accompanying professional activities. Such technologies provide a thrifty context of personnel work and focus on the effect of the interaction between the teacher and the student.