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.»