Professional success of a higher school teacher in the context of education system reform

Abstract

The article is devoted to the analysis of the factors of professional success of higher school teachers in the context of the transformation of the education system. A conceptual analysis of the literature has been carried out, which has revealed key trends in the study of this issue: an emphasis on adaptability, digital competencies, and pedagogical creativity. Based on a survey of 450 teachers and 1,200 students from 15 universities of the Russian Federation using the author's methodology for assessing professional success, it was found that the leading predictors are flexible skills (β=0.34; p<0.01), research activity (β=0.29; p<0.01), reputation in the professional community (β=0.25; p<0.05). Significant differences in the priorities of students and teachers have been identified. A theoretical model of a teacher's professional success in the context of reforms is proposed, including intrapersonal, didactic, and socio-professional factors. The necessity of personalized teacher development trajectories based on these factors is substantiated. The results open up opportunities for designing effective teacher professional development systems that meet the challenges of higher education transformation.