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EMOTIONAL HEALTH OF ELDERLY TEACHERS IN
GERONTOPEDAGOGY
M.X. As anbaye a
P o esso a Namangan S a e Pedagogical Ins i u e
h ps://doi.o g/10.5281/zenodo.17694011
Abs ac . The gi en a icle p o ides a de ailed examina ion o he emo ional heal h o
elde ly eache s wi hin he amewo k o ge on opedagogy. I subs an ia es he ele ance o he
opic in he con ex o an aging eaching s a and inc easing demands on he quali y o he
educa ional p ocess. The aim o he s udy is o iden i y he main cha ac e is ics o emo ional s a es
(s ess le els, se e i y o dep essi e symp oms and subjec i e li e sa is ac ion), o explo e he
in e ela ions be ween hese indica o s and o de e mine hei signi icance o he p o essional
ac i i y o olde eache s.
Keywo ds: emo ional heal h, emo ional bu nou , elde ly eache s.
In oduc ion
I is impo an o no e ha emo ional heal h is a i al esou ce o anyone wo king wi h
people, especially in p o essions whe e emo ional s abili y di ec ly a ec s he lea ning p ocess and
class oom ela ionships. Elde ly eache s, possessing ich expe ience and deep p o essional
in ui ion, o en ace speci ic psychological challenges: a igue and emo ional bu nou , he cons an
need o adap o new echnologies and equi emen s, a shi ing sense o ole wi hin he p o essional
communi y, and di icul ies in communica ing wi h he younge gene a ion.
Ce ainly, hese condi ions ha e a di ec impac on he quali y o eaching: communica ion
s yles wi h s uden s change, emo ional esponsi eness dec eases, and mo i a ion o upda e
eaching me hods o pa icipa e in he ins i u ional communi y may decline. The a icle examines
he ela ionship be ween he emo ional s a e o elde ly eache s and hei p o essional
e ec i eness, analyzes he causes o he di icul ies hey ace, and p oposes p ac ical o ms o
suppo — anging om co po a e and o ganiza ional measu es o psychological assis ance,
p o essional de elopmen p og ams, and in e gene a ional ini ia i es. The pu pose o he a icle is
o show which app oaches help main ain eache s’ emo ional well-being and, as a esul , imp o e
he quali y o educa ion.
In ligh o he ongoing changes in Uzbekis an’s na ional educa ion sys em, he issue o
suppo ing eache s’ emo ional heal h has become o p ac ical impo ance. In ecen yea s, he
Republic has implemen ed majo ini ia i es o mode nize educa ion including hose based on
P esiden ial Dec ee N. DP-60 “On he De elopmen S a egy o New Uzbekis an o 2022–2026”
da ed Janua y 28, 2022, and subsequen p og ams aimed a upda ing educa ional con en ,
digi alizing he lea ning p ocess, and imp o ing he quali y o eache aining and e aining.
Wi hin hese e o ms, a en ion is gi en o con inuous p o essional de elopmen , he in oduc ion
o dis ance and hyb id lea ning o ma s, and he c ea ion o sys ems o eache assessmen and
suppo all o which open oppo uni ies o include measu es o p omo ing psychological well-
being, such as s ess managemen cou ses, supe ision, men al heal h p og ams, and
in e gene a ional expe ience exchange ini ia i es.
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The concep o emo ional heal h encompasses he abili y o ecognize and egula e one’s
emo ions, main ain a posi i e and ealis ic ou look on li e, and e ec i ely cope wi h s ess ul
si ua ions. Fo elde ly eache s, his is no me ely an abs ac cha ac e is ic- i is a esou ce ha
di ec ly de e mines he quali y o communica ion wi h s uden s, eadiness o p o essional change,
and o e all esilience in hei wo k.
Se e al in e ela ed ac o s in luence he emo ional s a e o elde ly educa o s. Physical
heal h se s he basic le el o ene gy and endu ance: ch onic illnesses, pain, o a igue educe
emo ional s abili y and make s ess ul si ua ions ha de o manage. Social connec ions suppo
om colleagues, amily, and iends se e as a bu e agains isola ion; wa m and espec ul
ela ionships help os e a sense o signi icance and educe he isk o bu nou . P o essional
sa is ac ion is linked o a sense o meaning in one’s wo k, ecogni ion o achie emen s, and
oppo uni ies o g ow h; when a eache sees he esul s o hei e o s and eels ins i u ional
suppo , hei emo ional well-being emains mo e s able. Finally, s ess le els and bu nou isks
depend on wo kload, he demand o ongoing skill enewal, and he equency o con lic s; ch onic
s ess g adually unde mines mo i a ion and emo ional esponsi eness.
Besides ha , emo ional bu nou among elde ly uni e si y eache s is a p olonged p ocess
o mo al and emo ional exhaus ion ha a ises om ch onic p o essional s ess and o e load. The
classical iad o bu nou —emo ional exhaus ion, depe sonaliza ion (de achmen o a cynical
a i ude owa d s uden s and colleagues), and educed pe sonal accomplishmen is also obse ed
among olde educa o s bu has speci ic ea u es ela ed o age and p o essional expe ience. Fo
senio eache s, bu nou o en de elops cumula i ely: yea s o in ense wo k, i egula es ,
balancing job and amily esponsibili ies, accompanying ch onic illnesses, and age- ela ed
dec eases in eco e y capaci y make bo h he body and psyche mo e ulne able. Added o his a e
speci ic ac o s o he uni e si y en i onmen : he cons an need o upda e knowledge and mas e
digi al echnologies, adminis a i e bu dens, changes in p o essional s a us, and in e gene a ional
con lic s. All hese can in ensi y he eeling o los p o essional ele ance and lead o educed
mo i a ion.
Wha is mo e in e es ing, mani es a ions o bu nou in elde ly eache s can be bo h ypical
a igue, i i abili y, indi e ence, dec eased ole ance and empa hy, de e io a ing communica ion
wi h s uden s and mo e sub le, such as wi hd awal om p o essional engagemen h ough educed
pa icipa ion in p ojec s, inc eased absences, o emo ional de achmen while main aining an
ex e nal “p o essional mask.” A he ac i i y le el, his is e lec ed in lowe inno a ion, passi i y
in eaching, and un ai e alua ion p ac ices, which ul ima ely a ec he quali y o educa ion and
he a mosphe e wi hin he academic communi y.
As pa o a disse a ion s udy examining he psychological and pedagogical cha ac e is ics
o elde ly eache s, an empi ical in es iga ion was conduc ed o p o ide a quan i a i e and
quali a i e assessmen o he emo ional heal h o his g oup using s anda dized psychome ic
me hods. The goal o he s udy was o assess le els o s ess, dep ession, and li e sa is ac ion
among 198 elde ly uni e si y eache s om ou egions. The main objec i e was o ob ain a
quan i a i e p o ile o his g oup’s emo ional s a e, de e mine he dis ibu ion o key indica o s,
and iden i y common ends ha could se e as a ounda ion o de eloping ecommenda ions o
suppo senio educa o s.
Mo eo e , h ee s anda dized ins umen s we e used as he me hodological basis o he
s udy: he Pe cei ed S ess Scale (PSS), he Beck Dep ession In en o y (BDI), and he Sa is ac ion
wi h Li e Scale (SWLS). These ools make i possible o ob ain compa able quan i a i e da a
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h ough ques ionnai es on he le el o expe ienced s ess, he se e i y o dep essi e symp oms,
and he o e all le el o li e sa is ac ion. The su ey was conduc ed sys ema ically acco ding o a
p e-de eloped p ocedu e. The collec ed da a we e p ocessed using desc ip i e s a is ics, as well as
compa a i e and co ela ional analy ical me hods o iden i y signi ican ela ionships and
di e ences be ween subg oups.
The s udy in ol ed 198 elde ly uni e si y eache s aged 60 and olde , ep esen ing h ee
ields o s udy: humani ies, na u al sciences, and social sciences. Responden s we e andomly
selec ed om he eaching s a lis s o ou uni e si ies Namangan S a e Pedagogical Ins i u e,
Fe gana S a e Uni e si y, Andijan S a e Pedagogical Ins i u e, and Bukha a S a e Uni e si y
ensu ing he ep esen a i eness o he sample wi hin he speci ied coho . Pa icipa ion in he s udy
was olun a y; all esponden s we e in o med abou he objec i es o he esea ch, gua an ees o
con iden iali y, and hei igh o wi hd aw a any ime. Adhe ence o e hical p inciples and he
p o ec ion o pe sonal da a we e in eg al componen s o he da a collec ion and p ocessing
p ocedu es.
De ini ely, he esea ch p ocedu e was o ganized in o se e al sequen ial s ages, each
designed o ensu e he eliabili y o he da a and compliance wi h e hical s anda ds. Da a collec ion
was ca ied ou using he s anda dized ques ionnai es: he Pe cei ed S ess Scale (PSS), he Beck
Dep ession In en o y (BDI), and he Sa is ac ion wi h Li e Scale (SWLS). To imp o e da a
quali y, alida ion p ocedu es we e applied, including comple eness checks, e i ica ion o logical
inconsis encies, and clea ins uc ions o accu a e comple ion. Finally, he da a analysis s age
included p elimina y p ocessing (c oss-checking, coding, handling missing alues), calcula ion o
scale eliabili y, and subsequen s a is ical analysis.
S a is ical analysis was conduc ed using he SPSS so wa e package. A he i s s age,
desc ip i e s a is ics we e calcula ed: means, medians, s anda d de ia ions, and anges, as well as
he eliabili y o he scales (such as C onbach’s α coe icien ). Be o e applying pa ame ic
me hods, no mali y o dis ibu ions was es ed using he Shapi o–Wilk es , and homogenei y o
a iances was e i ied using Le ene’s es . To analyze ela ionships be ween con inuous a iables,
co ela ion s a is ics we e employed Pea son’s when assump ions we e me , and Spea man’s ρ
o he wise. Fo g oup compa isons, a one-way analysis o a iance (ANOVA) was applied; in cases
whe e assump ions we e iola ed, nonpa ame ic al e na i es such as he K uskal Wallis es we e
used. The signi icance le el was se a 0.05, wi h adjus men s made o mul iple compa isons when
necessa y.
The esul s p o ide insigh in o he cu en emo ional s a e o he sample. On he Pe cei ed
S ess Scale, he mean sco e was 3.2 ou o 5 wi h a s anda d de ia ion o 0.8, which can be
in e p e ed as a mode a e le el o pe cei ed s ess among pa o he pa icipan s. On he Beck
Dep ession In en o y, he a e age sco e was 12 ou o a possible 63 (SD = 5), which alls wi hin
he ange o mild dep ession; his indica es ha a signi ican po ion o esponden s exhibi
subclinical dep essi e symp oms ha wa an a en ion bu do no necessa ily equi e medical
in e en ion. The Sa is ac ion wi h Li e Scale showed a mean sco e o 4.5 ou o 7 (SD = 1.2),
e lec ing a mode a e le el o subjec i e li e sa is ac ion: on a e age, eache s expe ience mo e
posi i e han nega i e e alua ions o hei li es, hough he e emains oom o imp o emen in
o e all li e quali y.
Co ela ion analysis e ealed s ong in e ela ionships among he s udied a iables. A
posi i e co ela ion be ween s ess le el and dep ession ( = 0.65, p < 0.01) indica es ha highe
pe cei ed s ess is associa ed wi h s onge dep essi e symp oms. The e was a s ong nega i e
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co ela ion be ween s ess and li e sa is ac ion ( = –0.55, p < 0.01), meaning ha g ea e s ess
co esponds o lowe li e sa is ac ion. The s onges nega i e co ela ion was ound be ween
dep ession sco es and li e sa is ac ion ( = –0.70, p < 0.01), unde sco ing he in e dependence
be ween emo ional well-being and subjec i e pe cep ion o li e quali y.
The p ac ical signi icance o hese indings lies in he ac ha he obse ed mode a e s ess
le els and mild dep essi e symp oms, oge he wi h hei co ela ions, highligh he need o
a ge ed suppo measu es o elde ly eache s. These include p e en i e s ess managemen
p og ams, access o psychological counseling, adjus men o wo kloads, and he de elopmen o
social and ins i u ional suppo mechanisms. Such ini ia i es can enhance he emo ional well-being
o eache s and, consequen ly, imp o e he quali y o he educa ional p ocess.
The conclusions o he s udy make i possible o o mula e se e al key poin s ha ha e
bo h heo e ical and p ac ical signi icance o he uni e si y en i onmen .
Fi s , among he sample o elde ly eache s, a mode a e le el o s ess and a p edominance
o mild dep essi e symp oms we e iden i ied, indica ing he p esence o s eady hough no c i ical
occupa ional and psychological bu dens.
Second, he clea co ela ional ela ionships be ween s ess le el, se e i y o dep ession,
and subjec i e li e sa is ac ion con i m he in e dependence o hese indica o s: highe s ess is
accompanied by s onge dep essi e symp oms and lowe o e all li e sa is ac ion.
Thi d, he indings emphasize ha eache s’ emo ional heal h is no only an indi idual
ma e bu also an impo an ins i u ional esou ce ha a ec s bo h he quali y o he educa ional
p ocess and he a mosphe e wi hin he academic communi y.
Based on hese conclusions, i is app op ia e o p opose se e al p ac ical ecommenda ions
aimed a educing p o essional s ain and main aining he emo ional well-being o elde ly
educa o s.
Sys emic psychological suppo p og ams should be in oduced, including egula s ess
managemen aining, ins uc ion in emo ional egula ion and p o essional sel -ca e, and
bu nou p e en ion semina s. Such ini ia i es should be implemen ed cyclically,
combining g oup sessions wi h indi idual consul a ions conduc ed by quali ied
psychologis s.
Regula moni o ing o s a emo ional s a es is also essen ial: pe iodic sc eenings using
s anda dized ools will allow o he ea ly de ec ion o declines and he imely e e al o
employees o counseling o adjus men o wo king condi ions.
The c ea ion o in a-ins i u ional suppo mechanisms such as men o ship p og ams, pee -
suppo g oups, and in e gene a ional expe ience exchange oppo uni ies has p o en
bene icial, as hese ini ia i es simul aneously enhance social in eg a ion and educe
eelings o isola ion.
O ganiza ional measu es a e likewise necessa y: e ising wo kload dis ibu ion,
in oducing lexible schedules, educing adminis a i e bu dens o olde eache s, and ensu ing
access o medical and ehabili a ion se ices. Adminis a o s and HR depa men s a e encou aged
o implemen policies ha include egula e alua ion o he e ec i eness o such measu es and o
conside eache eedback when planning ins i u ional changes.
In conclusion, i is ecommended o con inue esea ch in his a ea: longi udinal s udies
would make i possible o ack he dynamics o emo ional s a es and assess he e ec i eness o
in e en ions, while la ge and mo e di e se samples would help cla i y he ole o addi ional
ac o s such as heal h s a us, social suppo , and disciplina y speci ici y in shaping he isk o s ess
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esponses. Taken oge he , he p oposed measu es and con inued moni o ing can signi ican ly
imp o e he quali y o li e o elde ly eache s and, consequen ly, enhance he quali y o he
educa ional p ocess.
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