ideas about the profession, satisfaction with the profession, teachers, values, life meanings, semantic space


The business culture in the educational system remains conservative, despite the fact that the values of tolerance are wide-spread in the world. This affects the transformation of ideas about the profession of teachers. The article establishes the relationship of ideas about the profession and satisfaction with the profession with the values and meanings of university teachers. It is assumed that in modern conditions of higher education, values and life meanings may differ among teachers with different ideas about the profession. The study sample consists of 270 university teachers aged between 25 and 65 years, work experience from 3 to 25 years, 150 women and 120 men. We used the questionnaire of professional satisfaction (Kissel), the method of measuring values (Schwartz), the semantic differential (Osgood), and the method of identifying life meanings (Kotlyakov). We defined groups of teachers with a neutral view and a positive view of the profession, with varying degrees of satisfaction with the profession. As a result, it was found out that the group of teachers with a neutral attitude to their profession has the most manifested values: conformity, hedonism, security, and meanings: hedonistic, status, and family. The group of teachers with a positive view of the profession, has the values of independence, achievement and security, combined with the meanings: altruistic, self-realization, family and cognitive. It is concluded that university teachers with positive ideas about the profession are more altruistic about their activities, and teachers with neutral ideas about the profession are pragmatic about it.


Download data is not yet available.


Abakumova, I., Berberyan, A. & Berberyan, H. (2019). Psychological characteristics of the value orientation system of Armenians in title ethnos and Russian diaspora. International Journal of Cognitive Research in Science, Engineering and Education, 7(2), 11-17.

Belousov, K., Erofeeva, E., Erofeeva, T., Leshchenko, Y. & Zelyanskaya, N. (2015). University Teachers of Linguistics and Self-Image of Their Profession. Procedia - Social and Behavioral Sciences, 214, 667–676.

Belova, E. V. (2014). Профессиональные представления личности как условие успешного профессионального становления [Professional representations of the personality as a condition for successful professional development]. Профессиональные представления [Professional representation], 1(6), 24–33. (in Russ.) Retrieved from:

Chinweuba, A. U., Okoronkwo, I. L., Agbapuonwu, N. E., Garba, S. N. & Madu, O. T. (2019). Integrated collegiate and professional nursing education in Nigeria universities: Self, task and impact concerns of lecturers. International Journal of Africa Nursing Sciences, 11, Article 100159

Clarà, M. (2014). Understanding teacher knowledge from a Cultural Psychology approach. Teaching and Teacher Education, 43, 110-119.

Dart, J., McCall, L., Ash, S., Blair, M. & Palermo, C. (2019). Toward a Global Definition of Professionalism for Nutrition and Dietetics Education: A Systematic Review of the Literature. Journal of the Academy of Nutrition and Dietetics, 119, 6, 957–971.

Dunning, J. M. (2019). Professional superheroes: Are changes in higher education stretching hospitality management academics’ professionalism to the limit? Journal of Hospitality, Leisure, Sport & Tourism Education, 25, Article 100200.

Duţă, N., Pânişoară, G. & Pânişoară, I. O. (2014). The Profile of the Teaching Profession – Empirical Reflections on the Development of the Competences of University Teachers . Procedia - Social and Behavioral Sciences, 140, 390–395.

Erus, S. M., Cakmak, E. & Celebi, C. D. (2015). Academicians’ Perceptions on Their Profession. Procedia - Social and Behavioral Sciences, 186, 33–37.

Evans, D., Butterworth, G. & Law, U. (2019). Understanding associations between perceptions of student behaviour, conflict representations in the teacher-student relationship and teachers’ emotional experiences. Teaching and Teacher Education, 82, 55–68.

Fanggidae, R. E., Suryana,Y., Efendi, N. & Hilmiana (2016). Effect of a Spirituality Workplace on Organizational Commitment and Job Satisfaction (Study on the Lecturer of Private Universities in the Kupang City -Indonesia). Procedia - Social and Behavioral Sciences, 219(31), 639–646.

Golyanich, V. M., Bondaruk, A. F., Shapoval, V. A. & Tulup’eva, T. V. (2018). Ценностные противоречия как психодиагностические критерии профессиональной компетентности и внутриличностного конфликта [Value contradictions as psychodiagnostic criteria of professional competence and intrapersonal conflict]. Экспериментальная психология [Experimental psychology], 11(3), 120-139. (in Russ.)

Karandashev, V. N. (2004). Методика Шварца для изучения ценностей личности: концепция и методическое руководство [The Schwartz method for studying personal values: a concept and methodological guide]. St. Petersburg: Rech, 70. (in Russ.) URL: Retrieved from:

Kekeeva, Z. O. & Sherayzina, R. M. (2016). Professional formation of the teacher as a source of professional career development. International Journal of Cognitive Research in Science, Engineering and Education, 4(1), 73-78

Koteneva, A. V. & Kobzarev, S. A. (2019). Особенности ценностно-смысловой сферы спасателей с разным уровнем профессиональной социально-психологической адаптации [Features of the value-semantic sphere of rescuers with different levels of professional socio-psychological adaptation]. Социальная психология и общество [Social psychology and society], 10(1), 35–52. (in Russ.)

Kotlyakov, V. Yu. (2013). Методика «Система жизненных смыслов» [Technique “System of life meanings”] Вестник Кемеровского государственного университета [Bulletin of Kemerovo State University], 2-1(54), 148–153. (in Russ.) Retrieved from:

Leontiev, А. N. (2005). Деятельность. Сознание. Личность [Activity. Consciousness. Personality]. Moscow: Sense, Academy, 352. (in Russ.) Retrieved from:

Lyukshina, D. S. & Kalita, V. V. (2018). Образ профессии у специалистов особых условий труда приморского края [Image of the profession among specialists of special working conditions of the Primorsky territory]. Психологопедагогические исследования [Psychological and pedagogical research], 10(1), 51–64. (in Russ.)

Mahipalan, M. & Sheena, S. (2019). Workplace Spirituality and Subjective Happiness Among High School Teachers: Gratitude As A Moderator. EXPLORE The Journal of Science and Healing, 15(2), 107–114.

Moscovici, S. (1990). Social psychology and developmental psychology: extending the conversation. In Duveen G. (eds.), Social representations and development of knowledge. Cambridge: Cambridge University Press, 164—185.

Nevgi, A. & Löfström, E. (2015). The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53–60.

Osgood, C. E. (1959). Semantic Space Revisited, Word XV, 1 Google Scholar,: 192–201.

Ovsyannikova, V. V. (1981). Динамика «образа своей профессии» в зависимости от степени приобщения к ней [Dynamics of the “Image of your profession” depending on the degree of familiarity with it]. Вопросы психологии [Questions of psychology], 5,133–137. (in Russ.) Retrieved from:

Ovchinnikova, Yu. V., Bogomaz, S. A. & Gychev, A.V. (2015). Особенности представлений о профессии у лиц, находящихся на разных этапах профессионального становления. Вестник ТГПУ [TSPUBulletin], 3(156), 28-33. (in Russ.) Retrieved from:

Panev, V., & Barakoska, A. (2015). The need of strengthening the pedagogical competences in teaching from the english teachers’ perspective. International Journal of Cognitive Research in Science, Engineering and Education, 3(1), 43-50. Retrieved from:

Panov, V. I. & Selezneva, M. V. (2019). Опыт изучения профессиональных компетенций преподавателей иностранных языков военного вуза на разных стадиях становления субъектности [Experience in studying professional competencies of foreign language teachers at military universities at different stages of subjectivity formation]. Психологическая наука и образование [Psychological science and education], 24(4), 72–80. (in Russ.)

Peretyatko, L. G. (1991). Профессиональное призвание личности (психолого-биографический аспект): Автореф. дис. ... канд. психол. наук. [Professional vocation of the individual (psychological and biographical aspect). Ph. D. (Psychology) Thesis]. Moscow, 22. (in Russ.) Retrieved from:

Pryazhnikov, N. S. (2014). Активизирующая профконсультация. Теория, методы, программы. Методическое пособие [They are consulting. Theory, methods, and programs. Methodical manual]. Moscow: Publ. house “Academy”, 460. (in Russ.) Retrieved from:

Salam, A., Song, C. O., Mazlan, N. F., Hassin, H. & Abdullah M. H. (2012). A Pilot Study on Professionalism of Future Medical Professionals in Universiti Kebangsaan Malaysia (UKM) Medical Centre. Procedia - Social and Behavioral Sciences, 60, 534-540.

Sambell, K., Brown, S., & Graham, L. (2017). Professionalism in practice: Key directions in higher education learning, teaching and assessment. Palgrave Macmillan. Retrieved from:

Schwartz, S. H. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5(2-3), 137–182.

Yadov, V. A. & Kissel, A. A. (1974). Удовлетворенность работой: анализ эмпирических обобщений и попытка их теоретического истолкования [Job Satisfaction: An Analysis of Empirical Generalizations and an Attempt at Their Theoretical Interpretation]. Социологические исследования [Sociological research], 1, 78–88. (in Russ.) Retrieved from:




How to Cite

I. Pishchik, V. . (2020). VALUE-SEMANTIC BASES OF IDEAS ABOUT THE PROFESSION AND SATISFACTION WITH THE PROFESSION OF HIGHER SCHOOL TEACHERS. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 8(2), 69–81.