Abstract
The article is devoted to the consideration of theoretical aspects of studying the psychological readiness of teachers for innovative activities. Psychological and pedagogical studies devoted to the study of this phenomenon are analyzed. An attempt has been made to identify the structure of the teacher's psychological readiness for innovative activity, which will make it possible to determine and develop psychological and pedagogical technologies for its formation among teachers. The results of scientific research on the topical problem of the development of innovative readiness in the conditions of the socio-psychological climate of teaching staff of higher educational institutions are touched upon. In a situation of high uncertainty in the system of higher professional education, the problem of the psychological readiness of a teacher in the context of optimizing the socio-psychological climate of teaching staff of universities is of particular importance and relevance, since it is the main and necessary factor in the development of the innovative potential of modern educational institutions.
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