Occupational well-being of Russian teachers: Risk factors and areas for improvement

Roman Zvyagintsev
National Research University Higher School of Economics, Russia
David Konstantinovskiy
Institute of Sociology, Russian Academy of Sciences, Russia
Marina Pinskaya and Sergey Kosaretsky
National Research University Higher School of Economics, Russia

This article presents a study on the occupational well-being of Russian teachers that is based on data from Monitoring of Education Markets and Organizations 2015-2016, an educational monitoring system representative of teachers in Russia (for a total of 2,014 teachers) (Memo Project, n.d.). The main research aims are to describe the factors associated with teacher occupational well-being in the Russian Federation. We examine the psychometric characteristics of the developed scale to evaluate teachers' occupational well-being. We use the resulting level of occupational well-being as a dependent variable in a multilevel linear regression to analyse the relationship between teachers' contextual and personal characteristics and their occupational well-being. The results show a range of external and internal factors related to occupational well-being. The main internal factors are work experience, professional attitude and professional development. The external factors are considered at 3 different levels, the classroom, the school environment, and society, the main factors being the social composition of the school and society's attitude towards teachers.
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Authors: Roman Zvyagintsev (corresponding author) is a Junior Research Fellow at the Pinsky Centre for General and Extracurricular Education, Institute of Education, Higher School of Economics, Moscow, Russia. His main research interests are educational inequality in Russia, school academic resilience, school effectiveness and educational poverty. ORCID: https://orcid.org/0000-0002-4547-7748 Email: rzvyagincev@hse.ru, rszvyagintsev@gmail.com Dr David L. Konstantinovskiy Doctor of Sociology, Main researcher, Head of Department of Sociology of Education, Institute of Sociology of the Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, in Moscow, Russia. His research interests focus on inequality in education, the role of education in social mobility, and the formation of social structure. He has been the head and co-leader of several Russian and international research projects on the sociology of education and youth. ORCID: https://orcid.org/0000-0003-3316-0644 Email: scan21@mail.ru Marina Pinskaya is a Candidate of Sciences (PhD) in Pedagogics, Leading Researcher at the Institute of Education, Higher School of Economics, Moscow and an Academic Curriculum Supervisor at MGIMO University. Marina is mainly engaged in studying the school and community practices that enable disadvantaged students to perform better and show high academic results. Email: mpinskaya@hse.ru Sergey Kosaretsky is the director of the Centre of General and Extracurricular Education (Pinsky Centre) within the Institute of Education at the National Research University Higher School of Economics in Moscow, Russia. His research interests include issues of educational equality, access, and reform. He is a member of the Expert Council on Education Issues by the State Duma of the Federal Assembly of the Russian Federation. ORCID: https://orcid.org/0000-0002-8905-8983 Email: skosaretski@hse.ru Please cite as: Zvyagintsev, R., Konstantinovskiy, D., Pinskaya, M. & Kosaretsky, S. (2022). Occupational well-being of Russian teachers: Risk factors and areas for improvement. Issues in Educational Research, 32(2), 825-847. http://www.iier.org.au/iier32/zvyagintsev.pdf