Psychosocial adaptation of educational system employees to social changes

Abstract

The entire evolution of personality can be interpreted as a continuous adaptation, in which internal programs undergo changes due to the incorporation of stimulus situations and response patterns into subjective structures (assimilation). These changes are then externalized through increasingly adapted reactions (accommodation). It is necessary to realize that change is a constant part of life, and the ability to adapt to change is an important skill for living a happy and fulfilled life.
Thus, the psychosocial adaptation of teachers aims to achieve a balance between their abilities, aspirations, objectives, and desires with the demands and opportunities offered by the social environment. Enriching and developing the cognitive, behavioral, and social repertoire, the integrative characteristics of teachers’ personalities, under the influence of positive emotions, promotes the development of personal resources in these areas and ensures an efficient and optimal psychosocial adaptation to new conditions.
Therefore, for teachers to adapt quickly and effectively to new societal changes, it is necessary to become aware of these changes by analyzing the presented evidence, existing alternatives, suggested implications, and realized benefits.