Keyword: «mentoring»

The article addresses the current problem of the relationship between the psychological well-being and academic motivation of students in the context of modern transformational processes in the higher education system. The relevance of the study is determined by the increasing stress factors associated with digitalization, the commercialization of education, and changes in educational work. The purpose of the work is a theoretical analysis of the structural components of psychological well-being and their influence on the types and sustainability of learning motivation. Based on the analysis of scientific literature, it is proven that intrinsic motivation, related to interest in cognitive activity and personal development, is a key factor in psychological well-being. Extrinsic motivation, on the contrary, can contribute to increased anxiety and emotional burnout. Special attention is paid to the role of mentoring and the educational environment of the university as a resource for maintaining a balance between academic requirements and students' personal well-being. The obtained conclusions have practical significance for the development of psychological and pedagogical student support programs aimed at forming sustainable motivation and preventing maladaptation.

The article discusses the problem of managing the development of professional competence of a teacher in the context of the implementation of federal state educational standards and the professional standard of a teacher. The author conducts a terminological analysis of the key concepts of «competence» and «competence» based on the research of J. Ravena, A.V. Khutorsky, I.A. Zimnaya, which makes it possible to substantiate the need to distinguish between external regulatory requirements and internal integral qualities of a teacher's personality. Based on the structural models of N.V. Kuzmina, V.A. Slastenin and A.K. Markova identified the components of professional competence that are the object of managerial influence. The article systematizes strategies for managing the development of professional competence: self-development (reflection, self-education, self-education), mentoring and mentoring, professional development, certification of teaching staff, the activities of professional communities, as well as the introduction of modern educational technologies. The thesis is substantiated that effective management of competence development involves a transition from the model of «competence compliance control» to the model of «creating conditions for personal and professional growth of a teacher.»

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.