SUPPORT AND PRESERVATION OF THE PSYCHOLOGICAL HEALTH OF PEDAGOGICAL WORKERS UNDER MODERN SOCIAL TRANSFORMATIONS

Abstract

The article summarizes and systematizes scientific perspectives on understanding the concept of psychological health of pedagogical workers in the context of modern social transformations. It analyzes the key psychological states that influence educators’ psycho-emotional well-being during periods of intensive societal change, wartime challenges, the digitalization of education, and increasing professional workload. The content of the concept “psychological health of a pedagogical worker” is clarified as an integral indicator of their emotional resilience, capacity for self-regulation, effective professional functioning, and constructive interaction with participants in the educational process. The main structural components of psychological well-being–cognitive, emotional, behavioral, and socio-communicative–are described as those determining a teacher’s ability to adapt to change, cope with stressful situations, and maintain internal resources. Special attention is devoted to analyzing manifestations of anxiety, frustration, aggressiveness, and rigidity, which serve as indicators of potential risks to teachers’ psychological health. Using the psychological assessment method “Self-Evaluation of Anxiety States” by H. Eysenck, it is confirmed that social transformational processes intensify the psychological burden on educators and create a need to expand systems of professional support and implement preventive measures in psychological hygiene. Effective psychological strategies for maintaining and strengthening mental well-being are identified, including the development of emotional intelligence, the formation of resilience, support for a positive psychological climate, enhancement of personal resources, and the implementation of psychological support programs both at the national level and through the effective functioning of psychological services within the educational system. The article argues that supporting the psychological health of pedagogical workers is a necessary precondition for the sustainable development of the education system during periods of social change and a key determinant of effective professional activity.