Abstract

Tasks of the study: 1) Analysis of dynamics of subjects’ professional making (SPM) as evolutions in the aspects of professional development, professional destructions and professional burning out. 2) Isolation of intra-subject resources and extra-subject, combined with the dynamics SPM. Hypotheses: 1) Professional destructions and professional burning out are more expressed in teachers, than in other representatives of socionomic professions (educators). 2) Scarcities in the updating of intra- and extra-subject resources come out as the determinants of destructions and burning out. 3) Destructive processes in subjects grow from 35—45 years. 4) The initial phases of destructions and burning out are reflected adequately. Sample: 1) the teacher of secondary schools — 51 women at the age from 28 to 65 years (M=46.2; SD=8.6), with the length of employment from 7 to 42 years (M=23.9; SD=9.1); 2) the educators of children’s pre-school establishments — 34 women at the age from 26 to 65 years (M=46.4; SD=10.4), with the length of employment from 2 to 43 years (M=24.1; SD=10.3). Method is quasi-measurement. Basic conclusions: The dynamics SPM of teachers can be characterized as non-optimal; the using of resources — limited, fragmentary, partial; the dynamics SPM of educators — optimum; the use of resources, their mismatch with PSS are combined the increase of destructive processes from 35—45 years and with strengthening on the boundary of 55 years; with molding of professional outsider, or type of specialists, who support professionalism with the price of psychophysiological overvoltage. Teachers are more subjected to professional destructions and professional burning out, than educators. The first stages of burning out and destructions are reflected adequately by them.