Профессиональный стресс и удовлетворенность работой преподавателей вузов
The article presents the results of an empirical study performed in 2004. After analyzing the collated data, the authors form a portrait of the professional practice of college teachers. They analyze the motivation and role patterns that serve as a conventional norm for college teachers. The external conditions of college teaching are investigated as well. The research has discovered both positive and negative tendencies in teachers professional activities. The authors have also been able to find ways of overcoming the problems they identified, and these approaches could enhance the ongoing reforms in higher education.
The article presents the current practices of system of remuneration for university teaching staff in higher educational institutions in Russia. The research was based on 51 in-depth interviews in the 6 universities and included the analysis of 100 universities’ local acts of the wage system. The main question of the article is: what are the differences in the remuneration systems in the 6 higher education institutions and why these differences occur. We claim that the universities’ remuneration systems are formed under the impact of 4 factors: 1) external formal accountability to the federal and regional governments; 2) strategic goals of the university (which are often formed as a university response to external accountability); 3) the financial resources of the university; 4) its internal features: the number of university teaching staff, centralized or decentralized management, the number of departments of the university and its’ profiles.
The article describes the research areas of occupational and organizational stress. A question about the relationship between organizational stress and group defense mechanisms is discussed.