Personal Qualities Of Teachers' As Factors Of Their Psychological Well-Being

Abstract

The article is dedicated to the problem of ensuring the psychological safety of primary schoolchildren in the educational environment, which is relevant for primary education. An important condition for ensuring the children’s safety is the psychological well-being of the teacher’s personality, which helps to create psychological comfort in the classroom, remove psycho-logical barriers, and create psychologically safe conditions for the children’s development. This problem is of particular importance for inclusive education. The article analyzes the results of a study of the personal qualities of primary school teachers as factors in their psychological well-being. The correlation between the indicators of the scales according to the six-factor model of psychological well-being by K. Ryff, a technique based on the eudaimonistic approach, the main idea of which is to understand that personal growth is a prerequisite for experiencing psychological well-being, and the personal characteristics of teachers, measured using 16 factor personality questionnaire by R. Cattell. The personal qualities of elementary school teachers associated with their psychological well-being were determined: geniality, openness; the power of "I", emotional maturity, emotional stability; self-confidence; tendency to take the lead/be a leader; courage; calmness; self-sufficiency; equanimity, relaxedness. Qualities that impede psychological well-being: insularity, detachment; weakness of "I"; compliance; timidity; diffidence; tendency to feeling guilty; group dependence; constraint. The results of the study can be taken into account when selecting teachers for inclusive classes, as well as for the development of psychological support programs for personal and professional self-development of teachers and also in the practice of psychological counselling.