The relationship between teaching staff procrastination and their organizational and professional characteristics

Abstract

Introduction. Reforming general secondary education requires a change in the role of a teacher (facilitator, moderator, tutor) and requires their ability to introduce new learning technologies and developed soft skills (the ability to work in a team, solve problems and find creative solutions, etc.). Teachers often lack confidence in their abilities, fear failure, and want to postpone the plans for their professional improvement and personal growth, which is called procrastination.There fore, in order to prevent procrastination, there is a need to study the level of its manifestation in pedagogical workers and to determine the factors that effectthis phenomenon. Aim.To determine the levels of procrastination in teaching staff and to find out the relationship between them and teachers' organizational and professional characteristics (self-organization of activities, planning effectiveness, professional motivation, organizational abilities, professional burnout). Methods. To determine the level of teaching staff procrastination, we used the Degree of Procrastination questionnaire by M. Kiseleva. In order to determine teachers' organizational and professional characteristics, five questionnaires were used: O. Mandrikova Self-organization of the Activity, Efficiency of Planning,A. Rean Motivation for Success and Fear of Failure, Express Assessment of Organizational Abilities, and Burnout syndrome in Human-Human Professions. Results. There was a relationship between the level of teaching staff procrastination and their organizational and professional factors such as effective planning, success motivation and fear of failure, organizational abilities, and professional burnout. No statistically significant relationship was found between the level of teaching staff procrastination and their self-organization of the activities. Conclusions.High levels of teaching staff procrastination have a negative impact on the development of teachers' professional motivation, readiness to plan and fulfill professional duties on time, as well as contributes to their emotional exhaustion, reduces their optimism and positive attitude towards work and colleagues, etc.