Darya О. Buzina

The relevance of the problem under study is due to the systemic personnel crisis in Russian general education, which is characterized by a steady shortage of teaching staff (589,000 specialists in 2024/2025 academic year), a high average age of teachers and a low proportion of young professionals (about 10%). In these conditions, the problem of continuity of personal and professional development of a beginning teacher as a factor in the sustainability of the educational system is of key importance. The purpose of the article is to analyze the problem of succession and develop theoretically sound practical recommendations. The leading approach is a systemic personality–developing one, integrating the concept of three-component resourcefulness by L.M. Mitina, the theory of professional adaptation by A.K. Markova and the models of psychological and pedagogical support by T.T. Shchelina. The paper uses methods of theoretical analysis, generalization of statistical data (Rosstat, Ministry of Education of the Russian Federation) and the results of surveys of young teachers (N = 650, 2023-2025). Main results: four groups of barriers (psychological, professional, organizational, social) that hinder the successful development of beginning teachers have been identified and systematized; the necessity of a systemic approach to their support is substantiated; a set of measures is proposed, including the development of a mentoring institute, professional growth programs, psychological support, improvement of working conditions and motivational mechanisms. The theoretical significance lies in the systematization of scholarly ideas about the factors and barriers of succession in the context of the personnel crisis. The practical significance lies in the development of practice–oriented recommendations aimed at increasing the retention of young teachers in the profession and reducing the severity of the personnel shortage.