UDC 378.096

Gushchina I.A.¹ (St. Petersburg, Russian Federation) – gushchiina@gmail.com

¹Herzen State Pedagogical University of Russia

Abstract. In modern society, the school serves as a key agent of socialization, while the teacher acts as a figure who conveys not only knowledge but also life scripts. However, the influence of the teacher’s internal state on this process remains understudied. The purpose of this study was to identify the relationship between the professional well-being of teachers and the social attitudes of high school students that determine their life trajectories. The results showed that teachers with signs of burnout (20% of the sample) unintentionally convey attitudes that contribute to the formation of passive and risk-associated life scenarios, an external locus of control, and lowered career expectations among students. In contrast, the group of “well-adjusted” teachers (35%) correlates with more active and conscious socialization trajectories among youth. Consequently, the professional well-being of teachers is a significant factor in the social construction of students’ reality. The obtained data prove the necessity of transitioning from individual psychological assistance for teachers to systemic management of the socio-psychological climate in educational organizations as an investment in the human capital of future generations.

Keywords: professional well-being, professional burnout, socialization trajectories, youth socialization, agent of socialization, social attitudes, human capital.

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For citation: Gushchina I.A. Professional well-being of teachers and its role in shaping youth socialization trajectories. CITISE, 2025, no. 4, pp. 208-220.