Relations between teachers' self-esteem and the assessment of quality of life

The aim of this research is to assess the self-esteem of teachers of physical education and teachers of other subjects and the peculiarities of their quality of life assessment in general education institutions. Issue is under consideration. What are the main factors that determine the self-esteem of physical education and other subjects and the assessment of their quality of life? Exploratory Issues. The peculiarities of self-esteem and quality of life assessment of teachers of physical culture and other subjects on the relationship between gender, subject, pedagogical status, type of educational institution (school or gymnasium) and age, and relationships between teachers' self-esteem and quality of their life assessments. Hypothesis - physical education teachers value themselves better and their quality of life than those of other subjects, self-esteem relates to the assessment of quality of life. The survey used a questionnaire. Questionnaires were prepared using two questionnaires: The S. Schutte self-esteem questionnaire and the SF-36 quality of life assessment questionnaire. 98 teachers were interviewed, among them 34 physical education teachers, and 64 teachers of other subjects, 28 men and 70 women. The hypothesis has been partially upheld, physical education teachers value themselves better than teachers of other subjects, respectively 4.0 and 3.88 points, but their quality of life is valued at 66.74 and 74.83 points respectively. Self-esteem is poorly related to the assessment of quality of life, but the partial indicators are more relevant. The significance (p 0.05). Physical education teachers value their quality of life better than teachers of other subjects only by limiting the activity due to physical health. Among teachers with a work record of 11-15 years and 16-20 years, a significant difference was found between the mean of physical functioning estimates (t = -2.170, p <0.05). Among teachers with a seniority of 16-20 years and over 20 years, a significant difference was found between the physical functioning estimates (t = 2.839, p <0.01). Significant differences (t = -2.261, p <0.05) due to limitations of activity due to emotional problems were disclosed only between teachers' groups with pedagogical work experience more than 20 years and 16-20 years. Male teachers and women significantly (p <0.05) differ in terms of understanding and analyzing emotions and managing emotions. Men have better emotion managing than women. Teachers in general education schools better value their ability to rely on their emotional experiences, and at gymnasia - to evaluate and express emotions, as well as the ability to understand and analyze emotions, or the ability to manage emotions. Conclusions. All teachers' self-esteem indicators differ significantly from one type of educational institution to another, and in relation to gender, two of the four indicators differ: to understand and analyze emotions and to manage emotions; Three aspects of the subject matter: to rely on your emotional experience, to understand and analyze emotions and to manage emotions. The influence of pedagogical work experience was revealed, and significant differences were found between the indicators of physical functioning and role limitation due to emotional problems. Significant (p <0.05) differences in the emotional well-being of teachers were established among age groups less than 30 years and over 30 years. Due to differences in age, differences in other indicators of quality of life were not disclosed. Teachers' self-esteem is poorly related to the assessment of quality of life, but the partial indicators are more relevant. The significance (p