PSYCHO-ECONOMIC DEPRIVATION OF SCIENTIFIC AND PEDAGOGICAL WORKERS
Authors: Terletska Yuliana 
Published: February 2024

The research paper reveals the essence and content of psycho-economic deprivation, the nature, and peculiarities of its manifestation in scientific and pedagogical workers of higher education institutions of Ukraine at the present stage of society development, as well as its impact on the components of the quality of their professional activity. The research paper also reveals the methods of empirical research of psycho-economic deprivation in academic staff members, including depending on the length of their teaching experience and age. The sample included 308 scientific and pedagogical workers from Lviv HEIs. Their age ranged from 23 to 77 years, and teaching experience varied from 1 to 49 years. At the same time, this sample of AS members was formed in such a way that all age categories were evenly represented in it, taking into account their teaching experience. For this purpose, the AS of the sample was divided into 7 subgroups of 44 persons. The analysis of the results of the empirical study shows that psycho-economic deprivation in AS, in comparison with other types of psychological deprivation, generally has the highest developmental coefficients. Its actual development is at a high level in 52 (16.88%) persons, at an above-average level – in 127 (41.24%) persons, at an average level – in 102 (33.12%) persons, at a below-average level – in 26 (8.44%) persons, at a low level – in 1 (0.32%) person. Based on the calculation of the Kruskal-Wallis H-test criterion, the level of development of psycho-economic deprivation in AS of subgroups formed by the amount of teaching experience and age has been determined. It has been established that psycho-economic deprivation is most typical for AS subgroup IV (20-26 years of teaching experience; age: 43-50 years old), in which its development is the highest of all subgroups with an average coefficient of 0.82. The second place is taken by the subgroup III of scientific and pedagogical workers (13-19 years of teaching experience; age: 36-42 years old) with an average coefficient of 0.74; the third – subgroup II (6-12 years of teaching experience; age: 29-35 years old) with an average coefficient of 0.71; the fourth – subgroup V (27-33 years of teaching experience; age: 51-57 years old) with an average coefficient of 0.67; the fifth – subgroup I (1-5 years of teaching experience; age: 23-28 years old) with an average coefficient of 0.59; the sixth – subgroup VI (34 years of teaching experience; age: 58-65 years old) with an average coefficient of 0.54; the seventh – subgroup VII (more than 40 years of teaching experience; age: more than 65 years old) – with an average coefficient of 0.51. In general, the results of the manifestation of psycho-economic deprivation in scientific and pedagogical workers of all subgroups demonstrate the age dynamics, which means that at the beginning of a career, the psycho-economic factor is important and oppression is felt in this area, then the tension disappears, and approximately at the age of 58, the material factor becomes important again. Based on the correlation analysis, it was found out that psycho-economic deprivation is not a part of the core of psychological deprivation of the entire sample of AS, but it affects it indirectly – through their psychocognitive deprivation (strength of relation – -0.33; p≤0.01). Based on the analysis of the simulated correlation models of the manifestation of psychological deprivation in AS subgroups formed by the amount of teaching experience and age, it was found that psycho-economic deprivation: 1) is included in the core of psychological deprivation of the subgroup I (1-5 years of teaching experience; age: 23-28 years old) and subgroup VII (more than 40 years of teaching experience; age: more than 65 years old); 2) is not included in the core of psychological deprivation, but significantly affects it – in subgroup IV (20-26 years of teaching experience; age: 43-50 years old) and subgroup VI (34-40 years of teaching experience; age: 58-65 years old); 3) is not included in the core of psychological deprivation and does not actually affect it – in subgroup II (6-12 years of teaching experience; age: 29-35 years old), subgroup III (13-19 years of teaching experience; age: 36-42 years old) and subgroup V (27-33 years of teaching experience; age: 51-57 years old). The author has identified six out of sixteen components of the quality of professional activity of AS, on which psycho-economic deprivation has an inhibitory effect as part of the total value of psychological deprivation, namely on the component: 1) “motivation to succeed” – 13.7%; 2) “lack of motivation to avoid failure” (which has an inverse proportional dependence on motivation to avoid failure) – 13.5%; 3) “the importance of personal achievements” (which has an inverse proportional dependence on the reduction of personal achievements) – 11.9%; 4) “lack of self-orientation” (which has an inverse proportional dependence on self-orientation) – 8.8%; 5) “personalization” (which has an inverse proportional dependence on depersonalization) – 7.6%; 6) “lack of a passive style of managing the educational process of higher education students” (which has an inverse proportional dependence on the passive style of management) – 7.34%. Keywords: psycho-economic deprivation, basic psycho-economic deprivation, normative psycho-economic deprivation, relative psycho-economic deprivation, psycho-economic deprivation coefficient, development of psycho-economic deprivation in scientific and pedagogical workers, inhibitory effect of psycho-economic deprivation.