Introduction. An important aspect of psychological support for the management of educational organizations is the identification of psychological factors that influence the well-being of educational personnel. Motivation for the calling seems to be one of them. Employees' motivation for calling was researched, among others, by H. Erum et al. (2020), S.S. Kim (2023).
Purpose. To analyze the differences between managers and employees regarding their motivation for calling and its impact on their subjective well-being.
Methods. The Calling and Vocation Questionnaire (CVQ) (Dik, Eldridge, Steger & Duffy, 2012) and the adapted BBC Subjective Well-being Scale (BBC-SWB) (Pontin, Schwannauer, Tai & Kinderman, 2013; Karamushka, Tereshchenko & Kredentser, 2022) were used.
The sample was made up of 235 respondents (28.9% of managers and 71.1% of employees) who worked in secondary education institutions in Ukraine.
Results. The educational organization personnel's motivation for calling was found to be at the average level on all subscales and scale «Presence of a calling» (employees: M±SD=33.78±5.41; managers: M±SD=33.27±5.609). At the same time, the Student's t-test found differences between employees and managers on «Purposeful work» subscale (t=1.92, p<0.05), as well as differences at the trend level on «Presence of a calling» scale (t=1.86, p<0.1).
There were differences in the impact of motivation for calling on the educational organization employees and managers' subjective well-being: «Purposeful work» motivation and «Prosocial orientation» motivation had the biggest impact on employees' subjective well-being, while it was the «Transcendent summons» motivation that played the key role in managers' subjective well-being.
Conclusions. The obtained findings show that different categories of personnel of organizations have different types of motivation for calling, which, in turn, have different effects on the personnel's subjective well-being. It is advisable to take this into account when developing and implementing psychological practices to promote educational personnel's mental health and well-being.