The structure and contributing factors of professional stability among early-career teachers

Introduction. For young teachers, entering the profession is often accompanied by emotional stress, a lack of support, limited resources, and professional isolation. These challenges have a significant impact, not only on their early performance but also on their decision to remain in the profession in the long term. Aim. The present study aims to identify the factors and conditions that contribute to the development of professional stability among early-career teachers. Methodology and research methods. The concepts of positive psychology and pedagogy (K. Rogers, M. Seligman, A. A. Rean), S. Muddy’s theory of resilience, and I. A. Baeva’s resource approach were selected as the theoretical frameworks for this study. Various psychodiagnostic techniques were employed. The study was voluntarily attended by 168 teachers aged between 21 and 34 years, with up to five years of professional experience, including 56 individuals with up to three years of experience. Results and scientific novelty. The results obtained enabled a clearer understanding of the characteristics of psychological factors and pedagogical conditions through which the professional stability of young teachers can be examined. It was revealed that the primary predictors of professional stability were self-efficacy and attitudes towards the educational environment. Practical significance. Theoretical and empirical research can provide a valuable foundation for developing intracorporate training programmes within schools.

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