Organizational Stress, Professional Burnout and Personal and Professional Stability of Young Teachers During the Implementation of the Program «Vybirayu uchit'« (Kostroma) and Teachers' Perception of the Program Elements

Student teacher support and development programs offering early professionalization and teaching practice have an impact on the increasing workload of young professionals mastering basic educational programs and their professional well-being. The objectives of the study are to determine the levels of organizational stress, professional burnout, and personal and professional stability of young teaching students of Kostroma State University at different stages of the «Vybirayu uchit'» program and to identify program elements that positively and negatively affect professional well-being in the opinion of its participants. The work uses a combination of quantitative and qualitative methods: questionnaires to determine the identified parameters of professional well-being and interviews on the vision of the program elements by young professionals who have decided to work at a school and intensively improve their pedagogical competence during 2024-2025. The study showed that during the designated period of time, young teachers participating in «Vybirayu uchit'» faced the problem of increasing professional burnout against the background of high organizational stress, while demonstrating a fairly high personal and professional stability. Young specialists from different groups differed in their vision of the program elements, which allowed us to formulate recommendations to educational authorities and other actors of the system for further designing programs to support and develop young teaching students.