THE IMPACT OF THE CREATIVE POTENTIAL OF EDUCATIONAL STAFF ON THEIR MENTAL HEALTH AND SUBJECTIVE WELL-BEING DURING THE WAR AND POST-WAR PERIODS

The article highlights that the issue of maintaining and preserving mental health is one of the most significant challenges during wartime, especially for educational staff, who ensure the education and preparation of the younger generation for life. This issue has not previously been the subject of analysis in Ukrainian organizational psychology, particularly in the field of education. One of the strategic goals of reforming psychological support for the population in Ukraine is the development of creative potential as an important factor in ensuring the mental health of educational staff. The close and complementary relationship between the concept of creativity and the concept of a healthy, self-actualized personality is emphasized. The article provides a literature review on the problem of the creative potential of educational staff, considering two main directions: Þ The creative potential of students-future educators (research by Ukrainian scientists such as Balakhtar, 2018; Hornostai, 2005; Dubasenok, 2011; Lahodzinska, 2022; Pavlenko, 2016; Pavlyuk, 2007; Petryshyn, 2012; Petrushova, 2014, and others). Þ The creative potential of educational organization staff (Antonova, 2012; Pavlyk & Radzimovska, 2023; Petryshyn, 2012; Rudyk, 2017, and others). Following O.I. Tytarenko and T.A. Katkova, the author defines creative potential as a dynamic structure that includes a set of creative abilities manifested in personal creative activity and determined by creativity. It has a complex nature and operates at all levels of individuality: biological, psychological, social, and spiritual. The article emphasizes that during wartime, creativity helps individuals see themselves as "survivors" rather than victims. It promotes independence and problem-solving abilities, acting as a long-term coping resource for children. Creative activities help overcome language barriers and express multidimensional aspects of traumatic events. The author presents the results of an empirical study on the levels of creative potential development among educational organization staff and the impact of creative potential on their mental health and subjective well-being during wartime. The use of test methods, such as N.F. Vyshnyakova's "Creativity" questionnaire and the "Modified BBC Subjective Well-being Scale," is substantiated. The research findings indicate that the development of the creative potential of educational staff mostly corresponds to an average level across all indicators, with "creative thinking" being the most prominent aspect. The empirical results show that overall, the staff of educational organizations has an insufficient level of creativity. The relationships between each indicator of creative potential and components of mental health were analyzed. It was found that: The higher the level of "creative thinking," the greater the expression of positive mental health among educators, and vice versa. Increased creative thinking contributes to higher internal control over personal health. A more creative approach to their profession correlates with fewer negative emotional states such as anxiety and frustration. The article also analyzes the connection between creative potential and the subjective well-being of educational staff during wartime. It is shown that an increase in "creative attitudes toward the profession" leads to higher subjective well-being among educational staff. The conclusions indicate that educational staff generally demonstrates insufficient levels of creativity. Indicators such as creative thinking and creative attitudes toward the profession are significantly related to positive mental health and subjective well-being. Growth in creative attitudes reduces negative states such as anxiety and frustration, while the development of creative thinking positively correlates with "internal locus of control." The findings confirm the necessity of fostering the creative potential of educators to enhance their subjective well-being. The author outlines prospects for further research, including the development of specialized psychological technologies to boost educators' creative potential, thereby improving their mental health and subjective well-being.