UDC 37.015.3

Novak D.V.¹ (Berdyansk, Russian Federation) – novak777den@yandex.ru; Malykhina O.A.¹ (Berdyansk, Russian Federation) – moart1902malyhina@yandex.ru

¹Azov State Pedagogical University named after P.D. Osipenko

Abstract. This article presents the results of an empirical study of the professional readiness and psychological resilience of teachers working in the context of institutional transformation of the educational system in new constituent entities of the Russian Federation. The relevance of the study is dictated by the need to transition from standardized models of professional development to differentiated strategies for personnel development that take into account the internal resources of the individual and the specifics of the regional context. The study was conducted from March to June 2026 at educational institutions in the Donetsk and Luhansk People’s Republics, as well as the Zaporizhzhia and Kherson regions. The sample consisted of 503 teachers (80.3% women, 19.7% men) aged 18 to 80 years (average age 43.7 years). The article analyzes substantive deficiencies across five readiness blocks depending on their level: at low values, cognitive and activity-practical gaps predominate, whereas at high readiness, the main barrier is systematically low professional self-esteem. The psychological resilience index was found to be the strongest predictor of integrated readiness. Using the K-means method, four profiles were identified: resilient professionals, an average profile, resource-deficient individuals, and a critical zone. Differences between the identified groups in the structure of professional and personal characteristics were summarized, allowing each profile to be characterized in terms of the necessary support measures. The absence of a moderating effect of external professional experience (work experience outside of teaching) on ​​the relationship between resilience and readiness was substantiated, indicating the independent, universal effect of psychological resources regardless of a teacher’s biographical background. Priority areas for the professional development system for teachers in new territories were identified, taking into account their readiness profile and psychological resilience.

Keywords: career guidance readiness, psychological resilience, cluster analysis, moderation analysis, teachers of new regions, «Profi-Vector» methodology, professional self-esteem.

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For citation: Novak, D. V., & Malykhina, O. A. (2026). Profiles of professional readiness and psychological resilience of teachers in new regions: Cluster and moderation analysis. CITISE, 3, 567-577. (In Russian).