Theoretical and practical approaches to the study of the concept «satisfaction of teachers with their activities»

Currently, in the era of changing educational paradigms, development and penetration into the educational process, educational university environment of digital technologies, disputes and discussions, artificial intelligence will replace a teacher, and how quickly it will happen, in all university collectives there is a constant work of the teaching staff. This activity of university lecturers is inextricably linked with the performance of their official duties: lecturing, conduction of practical classes and seminars, development of work programs, funds for the assessment tools, and preparation of new textbooks, research projects and much more. Such a seemingly familiar today «routine» teacher's activity is in more difficult and difficult conditions, associated with the need to combine the full-time training format with its distance varieties. The article raises the actual topic of increasing the effectiveness of pedagogical activity through the prism of considering teachers' satisfaction with their activities, opportunities for the development of the potential of each teacher and, in general, the entire teaching staff. Research aim is the analysis of theoretical, organizational and practical aspects of teachers' satisfaction with their activities in the context of the formation and development of the psychological climate of the teaching staff. Research methods: formal-logical, theoretical analysis, system-structural, functional in their various combinations on the subject under study. The article presents the results of the study of the concept «psychological climate of the team» in the context of the concept under consideration «satisfaction with the activities of lecturers». The study also focuses on the search for the approaches to the methods for the assessment of satisfaction with the lecturers' professional activity as an important functional control in education. The conclusion states that a favorable university environment contributes to the increase in the likelihood of self-realization of the lecturer's personality as a subject of the professional activity, which ultimately affects the improvement of the educational process at the university.