The comparative methodological analysis of modern theories and approaches to structure of professional and personal identity allows seeing that it represents an integrated psychological phenomenon including emotional, cognitive and motivational components of the person (Z. Ermakova, E. Yermolaeva, L. Schneider, E. Zeer, E.Ericson, N. Ivanova, T. Kozyreva) and providing adaptation to the changing conditions of the environment. However, for today the problem of studying of correlation of structures of professional-personal identity and social psychological adaptation remains undeveloped, which simultaneously defines both the urgency, and the purpose of the research: studying the criteria and functional content of the professional-personal identity of higher school teachers considering the criterion of satisfaction in professional work. As the conceptual bases of research of the criteria and functional content of professional-personal identity, we started with the fact of presence of interrelation of emotional, cognitive and motivational components of the person (Z. Ermakova, E. Yermolaeva, N. Ivanova, T. Kozyreva) and considered professional-personal identity as a component of the person providing successful adaptation to changes of social-professional space (E. Yermolaeva). As criterion of effective professional development we accepted the degree of satisfaction in professional work (A. Markova). The assumption is empirically proved that social-psychological adaptation in the structure of professional-personal identity carries out the systemforming function, providing adaptation to the new system of relations; and its measure of integration can be considered as the criterion testifying about effective professional development; its substantial characteristics can be considered as the parameters of formation of professionalpersonal identity. The results of the research have allowed drawing conclusions that the structural organization consisting of such substantial characteristics of social-psychological adaptation as adaptation, self-acceptance and emotional comfort can be considered as the criterion of professional-personal identity. The ability to adapt easily to the new system of relations and changing conditions of the environment, maintenance of the positive attitude and sensation of emotional balance act as parameters of formation of professional-personal identity; the function of social-psychological adaptation of the person in the structure of professional-personal identity is shown in the maintenance of the key role of the emotional component.

Изучение критериально-функционального содержания профессионально-личностной идентичности у педагогов высшей школы с опорой на представление об идентичности как структурном образовании, состоящем из эмоционального, когнитивного и мотивационного компонентов личности и обеспечивающем успешную адаптацию, позволяет определить социальнопсихологическую адаптацию личности в структуре профессионально-личностной идентичности как функцию, проявляющуюся в поддержании системообразующей роли эмоционального компонента, и как критерий, реализующийся через меру её интегрированности и соотнесенности содержательных характеристик.