Abstract
The realities of the time require the teacher to quickly respond to changes taking place in the education system, the dynamism of transformations increases, and it can contribute to increasing mental tension, in general, and increasing conflict tension, in particular. All this leads to an increasing interest in the psychology of pedagogical conflicts, both from the point of view of phenomenology and structure, and from the point of view of their influence on satisfaction with professional and pedagogical activity. The article presents the results of an empirical study to identify the specifics of correlations of strategies of behavior in conflicts and the level of satisfaction with the professional activities of university teachers, taking into account the stages of professionalization. The provisions on strengthening the influence of the role of behavioral strategies in conflicts in the assessment of professional satisfaction at the third and fourth stages of professionalization are formulated.
Highlights
The realities of the time require the teacher to quickly respond to changes taking place in the education system, the dynamism of transformations increases, and it can contribute to increasing mental tension, in general, and increasing conflict tension, in particular
В статье представлены результаты эмпирического исследования по выявлению специфики корреляций стратегий поведения в конфликтах и уровня удовлетворенности профессиональной деятельностью педагогов вуза с учетом этапов профессионализации
На четвертом этапе (от 5 до 10 лет) выявлены статистически значимые прямо пропорциональные взаимосвязи интегративного показателя удовлетворенность деятельности и показателей компромисс, сотрудничество (K = 0,73; 0,47, р ≤ 0,5)
Summary
The realities of the time require the teacher to quickly respond to changes taking place in the education system, the dynamism of transformations increases, and it can contribute to increasing mental tension, in general, and increasing conflict tension, in particular. All this leads to an increasing interest in the psychology of pedagogical conflicts, both from the point of view of phenomenology and structure, and from the point of view of their influence on satisfaction with professional and pedagogical activity. The article presents the results of an empirical study to identify the specifics of correlations of strategies of behavior in conflicts and the level of satisfaction with the professional activities of university teachers, taking into account the stages of professionalization.
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