PROFESSIONAL WORK FROM THE PERSPECTIVE OF FEMALE TEACHERS IN THE MIDLIFE TRANSITION PERIOD

This article focuses on the meaning of professional work in the process of identity formation of female teachers. A particular focus will be placed on the views on work from the perspective of women in the midlife transition period (reference to the concept of Piotr Oles). The conducted study, set in a qualitative paradigm (biographical method), is presented within the framework of everyday life sociology of A. Schutz, P. Berger, T. Luckmann and P. Sztompka. An inspiration to explore our knowledge of female teachers' everyday life during their midlife transition comes from the key theoretical premises of everyday life sociology, which can be considered a turn towards a man, an individual, towards 'little people' and their 'little life-worlds'. Thus the ordinary, everyday life of female teachers (professional and extraprofessional, though integrated with work), along with its minuscule, seemingly insignificant elements and manifestations lie in the centre of our focus. Since we believe that a stage of development of adults, along with their professional work, have a significant impact on their life, we have decided that the purpose of the presented study should be to focus on how the stage of person's development influences the quality of work, gives sense and meaning to professional experiences, and, consequently, forms one's identity. A specific period of midlife transition (35-55 years of age) has been adopted for the purposes of this analysis; this period implies a significant qualitative transformation, a new outlook on life and getting a new perspective on the future, based on the past experience and the awareness of the finality of life. Reaching middle age entails acquiring a brand new perspective on the perception of tasks and problems that are part of one's life. The conducted study presents a specific image of female teachers. For them, professional work and existential activity are conducive to the formation and strengthening of their identities, and prominent professional experiences are, to a considerable extent, their components. Thanks to activity, teachers under analysis are not subject to the minimalisation of desires, the reduction of their own efforts, regression or marginalisation. The description of their everyday life indicates that, as a result of new challenges, experiences, situations, emerging crises and difficulties (frequently overlapping with other factors typical of midlife transition), but also successes, they become more mature, complex, creative and out-of-box thinking as individuals.