Teacher Resilience in Russian and Armenian Schools

Abstract

The purpose of the study is to study the phenomenon of personal and professional stability of school teachers. Particular attention is paid to age as a guarantor of sustainability in the teaching profession. The paper presents an analysis of data from a sociological survey, which was conducted using a unified instrument among school teachers working in Russia and Armenia. The study analyzed the signs of sustainability in the profession among teachers. Using the author’s tools, an assessment of personal and professional stability was carried out using the example of a sample of a sociological survey. Conclusions have been drawn about the manifestation of personal and professional instability (precariatization) in the teaching environment and the role of the teacher’s age in overcoming the corresponding signs. The level of personal and professional stability of teachers indicated that in the countries studied it is still quite early to talk about the massive spread of signs of precariatization in the teaching profession (we can rather talk about the transformation of teachers into “potential precariat”). In the sample, only a small part of the observations has a weak level of personal and professional stability. However, significant risks of precariatization are borne by the process of teachers losing personal and professional stability with age (which is especially noticeable in the example of Russia). The novelty of the study lies in the development of an approach to the selection of characteristics and assessment of personal and professional stability, the use of which allows the formation of new hypotheses regarding the precariatization of teaching work.