Compensatory Potential of Socio‑Pedagogical Practices in the System of Resource Provision for the Professional Longevity of Older Teachers

Abstract

Amid an aging teacher workforce and early-career shortages, senior teachers are vital for educational stability. This study examines their professional deficits and support mechanisms for longevity. Using surveys (N=320) and interviews (n=14), findings show a non-linear self-assessment trajectory: "excellent" ratings peaked at 30.5% in the 60+ group, but hit a low of 13.6% in the 50–59 bracket. Digital proficiency lagged in the 60+ group (55.9%) versus the 40–49 cohort (22.1%). However, emotional burnout (36.8%) and low motivation (25.7%) peaked in the 40–49 group. Notably, age-related lower stress tolerance in the 60+ group was offset by high role responsibility (89.7%). A U-shaped adaptive resource trajectory emerged. These results refute the stereotype of uniform late-career decline and support a compensatory-adaptive aging model. Practically, the findings can guide targeted professional development for teachers aged 60 and over.