Psychological models of female teachers'functioning in their professional role.

OBJECTIVES The research was aimed at searching for diversified models of female teachers' functioning that could be determined by their individual traits, psychological variables, and professional adaptation factors. MATERIAL AND METHODS Three hundred eleven female teachers aged from 26 to 60 were examined. The following tools were used in the research: The Hope Scale, NEO-FFI Inventory, IPSA Inventory, Work Description Inventory and Maslach Burnout Inventory. RESULTS Models of psychological functioning of female teachers were distinguished by means of cluster analysis. The classification was based upon similarities and differences in the obtained results. Three groups of female teachers characterised by distinct traits were identified and named according to the research results: 'passive teachers', 'frustrated teachers', and 'adapted teachers'. The first group (93 persons) included women who were not distinctive in any way. The second group (74 persons) comprised women characterised by very unfavourable traits. The third group consisted of women with favourable characteristics, women who are full of energy and enthusiasm for work, those who are satisfied with their job. CONCLUSIONS Psychological models of female teachers' functioning are determined by their individual psychological traits. These traits constitute their important personal resources that influence their professional adaptation and the levels of job and life satisfaction.