Abstract
The article addressed the important issue of how lecturers develop their professional position. Professional growth in these specialties occurs under conditions of high emotional strain and intensive interpersonal interaction. This increases the demands placed on self-regulation and responsibility for the psychological climate of the educational environment. This intensifies the risk of chronic stress and burnout, thereby reducing teaching quality and professional resilience. However, the transformation of psychological resources into professional growth and the role of lecturer subjectivity in this process remain insufficiently clarified. This study aimed to identify the psychological resources that facilitate professional development among lecturers in socionomic disciplines and to develop a model for their implementation within the context of subjectivity development. The study showed that emotional factors and socio-emotional competencies form the basis of psychological stability in interactions, while resilience and self-efficacy sustain endurance, recovery and professional motivation. Psychological capital and mindfulness enhance positive self-regulation and reduce reactivity. The study established that the primary mechanism through which resources are transformed into professional growth is lecturer subjectivity, realised through the proactive organisation of professional activity, maintenance of professional identity and engagement, and satisfaction of basic psychological needs. The quality of the lecturer-student relationship is emphasised as a specific socionomic resource that modifies the effectiveness of psychological resources through trust and emotional safety. It has been observed that lecturers’ psychological resources constitute an integrated system, with subjectivity serving as the primary mechanism for professional development by combining resilience, proactivity, and the creation of meaning within the professional role. Practical approaches that develop subjectivity and self-regulation have the potential to enhance well-being, reduce burnout risk, and improve the quality of the educational environment. The results obtained may contribute to the development of effective programmes for teachers’ professional development