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DOI: https://doi.org/10.15507/1991-9468.26303.611-633

UDC 373:159.9

 

Factors of Professional Resilience among Older Teachers: Potential and Mechanisms of Influence of Socio-Pedagogical Practices

Nataliya N. Davydova
Cand.Sci. (Eng.), Associate Professor, Leading Researcher of the Department of Scientific Research and Project Activities, Ural State Pedagogical University (26 Prospekt Kosmonavtov, Yekaterinburg 620091, Russian Federation), ORCID: https://orcid.org/0000-0002-6211-6370, Scopus ID: 56442179000, Researcher ID: M-1065-2018, SPIN-code: 4514-4944, This email address is being protected from spambots. You need JavaScript enabled to view it.

Alevtina A. Simonova
Dr.Sci. (Ped.), Professor, Chief Analyst of the Department of Scientific Research and Project Activities, Ural State Pedagogical University (26 Prospekt Kosmonavtov, Yekaterinburg 620091, Russian Federation), ORCID: https://orcid.org/0000-0002-7785-2776, Scopus ID: 56973967900, Researcher ID: M-1061-2021, SPIN-code: 3634-1732, This email address is being protected from spambots. You need JavaScript enabled to view it.

Darya A. Novosadova
Analyst of the 2nd Category of the Department of Training and Certification of Highly Qualified Personnel, Ural State Pedagogical University (26 Prospekt Kosmonavtov, Yekaterinburg 620091, Russian Federation), ORCID: https://orcid.org/0000-0002-5932-0936, SPIN-code: 6392-2603, This email address is being protected from spambots. You need JavaScript enabled to view it.

Sergei N. Bezdetko
Cand.Sci. (Ped.), Acting Head of the Chair of Theory and Methods of Teaching Persons with Disabilities, Associate Professor of the Chair of Logopedics and Clinic of Dysontogenesis, Ural State Pedagogical University (26 Prospekt Kosmonavtov, Yekaterinburg 620091, Russian Federation), ORCID: https://orcid.org/0000-0003-2626-9799, SPIN-code: 7436-8102, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. The ageing of the teaching workforce amid a staff shortage highlights the need to preserve the professional resilience of teachers in older age groups. Most research tends to view mature age in teaching through the lens of vulnerability: the focus is on the risks of burnout, reduced openness to new ideas, and the inertia of professional attitudes. The internal mechanisms that enable teachers to maintain stability and effectiveness in the later stages of their careers, as well as the role of external supporting mechanisms, remain understudied. In this study, resilience is understood as a product of the interaction between personal resources (self-esteem, motivation, reflection, hardiness) and the conditions of the professional environment. The aim of the research is to identify pedagogical factors of professional resilience in older age cohorts and to characterise the contribution of institutional, informal, and non-formal practices to its maintenance.
Materials and Methods. The study employed a mixed-methods design: the quantitative stage involved a survey of teachers (n = 320), while the qualitative stage consisted of semi-structured interviews with representatives of different age subgroups (n = 14). A data weighting procedure was applied to correct for potential biases. The survey tools were designed to examine trends in the self-assessment of competence, adaptability, and job satisfaction among ageing educators. Informants for the interviews were selected using stratified sampling.
Results. The highest levels of self-assessed professional competence were recorded in the 60+ age group (31%), while the lowest were found in the 50–59 age group (14%). Age-related differentiation of adaptive strategies was identified: for teachers aged 60+, informal practices play a leading role; in the 50–59 age group, non-formal practices are predominant; and among teachers aged 40–49, institutional mechanisms prevail. In the oldest age group, the compensatory function of informal practices was confirmed, against the backdrop of a declining significance of institutional mechanisms with increasing age. Specific tools for maintaining resilience were identified for each cohort.
Conclusion. A shift is proposed from a formal length-of-service criterion to an age-and-resource model, in which professional resilience is viewed through the lens of the balance between internal determinants and variable external supports. The findings provide a foundation for a differentiated approach to personnel support for teachers across different age groups.

Keywords: professional development of senior teachers, internal determinants of activity, pedagogical factors of professional sustainability, social and pedagogical practices, age-resource model

Funding: The study was carried out as part of the implementation of the Russian Science Foundation grant No. 25–28-01164, https://rscf.ru/project/25-28-01164/ (2025).

Conflict of interest: The authors declare no conflict of interest.

For citation: Davydova N.N., Simonova A.A., Novosadova D.A., Bezdetko S.N. Factors of Professional Resilience among Older Teachers: Potential and Mechanisms of Influence of Socio-Pedagogical Practices. Integration of Education. 2026;30(3):611–633. https://doi.org/10.15507/1991-9468.26303.611-633

Authors’ contribution:
N. N. Davydova – development of methodology; specifically critical review.
A. A. Simonova – verification of the overall reproducibility of results and other research outputs; specifically writing the initial draft.
D. A. Novosadova – conducting a research and investigation process; management activities to produce metadata for initial use and later re-use.
S. N. Bezdetko – conducting a research and investigation process; management activities to produce metadata for initial use and later re-use.

Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.

All authors have read and approved the final manuscript.

Submitted 22.06.2026;
revised 11.08.2026;
accepted 18.08.2026.

 

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