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  • Professional Identity, Everyday Work Organization, and the Search of the “Work-Non-Work” Balance among Secondary School Teachers

Professional Identity, Everyday Work Organization, and the Search of the “Work-Non-Work” Balance among Secondary School Teachers

Student: Mukhiddinova Mavzunakhon

Supervisor: Yana Krupets

Faculty: Saint-Petersburg School of Social Sciences

Educational Programme: Sociology (Bachelor)

Year of Graduation: 2017

In foreign and Russian scientific literature, the question of determining the professional identity of modern teachers is increasingly being discussed. There are many different components a person should have in order to be seen as a teacher. The most frequently mentioned components are personal and public perceptions of teaching profession. However, one fact remains unchanged for every person: the need to find a balance between work and "non-work" spheres, in order to correctly perform the necessary roles in different spheres of life. This problem is especially important for teachers, since the work of the teacher implies greater emotional involvement in the life of the school and children. Great emotional involvement in one area can lead to problems in another, if it also requires person to be as active. In this bachelor thesis paper, it was important to determine the components of professional identity and see how it affects the balance between work and "non-work" life spheres. Now, when it is considered that the sphere of education has been transferred to the sphere of services, the prestige of the teaching profession in Russia is decreasing in comparison with the previous years. This fact also has an impact on teachers work, as well as on their understanding of themselves and on the importance of the work they perform. To determine the present situation, the study has been conducted among secondary school teachers in St. Petersburg. In the course of the study, 13 semi-structured interviews were conducted with teachers from two different schools in St. Petersburg. Based on the transcribed interviews, four components of teachers' professional identity were identified as well as determinants influencing the formation of a balance between work and "non-work". 70 pages and 3 appendices.

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