This study examines perfectionism in the English language teaching profession in Russia. The aims are threefold: 1) to use latent profile analysis (LPA) to classify English as a foreign language (EFL) teachers into different types of perfectionists; 2) to compare different types of perfectionists using depression-anxiety-stress indicators (DASS); 3) to study the link between perfectionism and the perception of one’s professional teaching activity. We used convenience sampling by collecting data from 117 English teachers (5% males, 95% females; age range 20-64; M= 39; SD=12) with the Short Almost Perfect Scale (SAPS) and the Depression Anxiety Stress Scale-21 (DASS-21). LPA was conducted to determine the optimal number of types of individuals based on their SAPS profile. Three distinct classes of perfectionists were found (adaptive, maladaptive, non-perfectionists). 27% of the respondents fell into the category of maladaptive perfectionists with high scores on both the Standards and Discrepancy subscales. Teachers with higher Standards tend to be more aware of their perfectionism. Teachers who are less satisfied with their English proficiency tend to be more stressed at work. However, the results of the study did not indicate significant differences between the perfectionist types on anxiety, depression, and stress. The findings suggest the need to develop these scales further for measuring perfectionism in the teaching profession and in EFL teaching particularly.

中文翻译：

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俄罗斯英语作为外语教学专业中的完美主义者类型

这项研究探讨了俄罗斯英语教学界的完美主义。目标是三个方面：1）使用潜在特征分析（LPA）将英语作为外语（EFL）老师分类为不同类型的完美主义者；2）使用抑郁焦虑压力指标（DASS）比较不同类型的完美主义者；3）研究完美主义与个人专业教学活动感知之间的联系。我们使用便利抽样方法，是通过117名英语教师（男性5％，女性95％；年龄范围20-64； M = 39； SD = 12），短时近乎完美量表（SAPS）和抑郁焦虑压力量表- 21（DASS-21）。进行LPA是为了根据他们的SAPS配置文件确定最佳类型的个体。发现了三种不同的完美主义者类别（自适应，适应不良，非完美主义者）。27％的受访者属于适应不良的完美主义者，在“标准”和“差异”子量表上均得分很高。具有较高标准的教师往往更了解自己的完美主义。对英语水平不满意的老师在工作中往往会承受更大的压力。但是，研究结果并未显示出完美主义者在焦虑，抑郁和压力方面的显着差异。研究结果表明，有必要进一步发展这些量表，以测量教学界特别是EFL教学中的完美主义。具有较高标准的教师往往更了解自己的完美主义。对英语水平不满意的老师在工作中往往会承受更大的压力。但是，研究结果并未显示出完美主义者在焦虑，抑郁和压力方面的显着差异。研究结果表明，有必要进一步发展这些量表，以测量教学界特别是EFL教学中的完美主义。具有较高标准的教师往往更了解自己的完美主义。对英语水平不满意的老师在工作中往往会承受更大的压力。但是，研究结果并未显示出完美主义者在焦虑，抑郁和压力方面的显着差异。研究结果表明，有必要进一步发展这些量表，以测量教学界特别是EFL教学中的完美主义。