PSYCHOLOGICAL BASES OF PEDAGOGICAL SELF-REGULATION

Abstract

Annotation. The author focuses on the fact that mastering the pedagogical profession is associated not only with the development of the teacher’s personality, his abilities, skills, but also with the ability to deal with the negative consequences of maladaptation, such as poor health, conflict, fatigue, which manifests itself in relations with students , colleagues, administration. It is shown that the teacher’s maladaptation is promoted by a high level of tension, the complexity of intellectual work, an increased load on the visual apparatus, psycho-emotional, as well as muscle tension. Social maladaptive factors include: low social security and prestige of the teaching profession, multifunctional socially responsible activity in the conditions of information overload, the need for professional interpersonal interaction in conflict situations. The author emphasizes that the most typical neuropsychiatric disorders for teachers, overwork, decreased vision, pain in various parts of the spine, cardiovascular diseases and allergic conditions. Increasingly, the phenomenon of psycho-emotional “burnout” occurs, which is characterized by sleep disturbance, a decrease in the level of activity, the manifestation of asthenic reactions, an increase in irritability, and ultimately a decrease in the efficiency of professional work. Psychocorrectional work is carried out with the aim of improving a person’s adaptation to life situations: to relieve everyday external and internal stresses: to prevent and resolve conflicts that a person faces. The author considers approaches that describe the costs of teaching, as well as ways and means of overcoming them, and emphasizes the need to develop the teacher’s skills to control and regulate his well-being, his emotional state, largely determines the effectiveness of the process of interaction with pupils and colleagues, and to some extent is an indicator his professionalism.