Working Conditions Of Teachers Research Articles

Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain

Teachers are frequently exposed to several occupational risks. The continuous use of Information and Communication Technologies (ICT) represents a potential source of technostress among teachers. The aim of the current research is to evaluate the technostress levels of school and high school teachers in Spain. The methodology applied in the manuscript, namely the staticized group technique was based on an expert panel. Results showed high levels of technostress in both dimensions (techno-anxiety and techno-fatigue). Experts highlighted the relationship between administrative tasks and technostress. More rational and efficient distribution of the workload associated with administrative obligations of the teachers, could reduce the level of technostress in the education sector. Results from the current research can help to improve working conditions of teachers considering the findings to design preventive strategies adapted to the profile of teachers and their organization. Some policy interventions such as occupational safety training, institutional technical support, and computer training programs could reduce the levels of technostress and mitigate associated negative impacts concerning the occupational health of teachers.

Newly Qualified Teachers' Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research.

Around the world, newly qualified teachers are leaving the profession after only a short time working at school. This not only has a negative effect on the capacities of the respective education systems, but also for the teachers themselves, as it often due to factors such as stress and burnout that leads to this decision. The COVID-19 pandemic has exacerbated this situation by adding to the teachers’ workload, uncertainty, and stress. Previous research has investigated strategies that may help teachers improve their well-being and, among other factors, found social support to be an important condition. In this mixed methods design-based research study, we developed a design to enhance social support among newly qualified teachers in their first months working at school. Our quantitative and qualitative results show that the design has positive effects on many aspects of teachers’ well-being in the intervention group both longitudinally (before and after the intervention) and when compared to a comparison group. The findings are being discussed considering the recent changes in the working conditions of teachers as imposed by the COVID-19 pandemic.

Социально-экономические условия работы научно-педагогических работников Саратова в 1920-е гг.

The article clarifies the socio-economic conditions of the teaching staff of Saratov universities in the first decade of Soviet power and carries out the analysis of the process of formation of the Soviet system of higher education. On the base of archival materials, the author analyzes the financial situation and working conditions of teachers and reveals the ways and methods of solving the problems of material security.

Ease of restroom access influences fluid consumption habits and health in classroom teachers

Objectives. There are rising concerns about the health of classroom teachers in the USA, including stress, hypertension and frequent urinary tract infections. Teacher working conditions are likely a contributor to their health concerns. Many teachers report that they cannot easily take a restroom break at work, and therefore they consume minimal water or other fluids. This study investigated the relationship between restroom access and fluid consumption and the prevalence of renal and cardiovascular health complications in classroom teachers. Methods. The responses of 844 teachers (92% women, 8% men; 65.1% between age 26 and 45 years) to an online survey about restroom accessibility, fluid consumption and health were analyzed using descriptive statistics, χ2 analyses and logistic regression. Results. Fifty-nine percent of teachers could not easily take a restroom break, and 54.7% consumed fewer than 2 cups of water per workday. Furthermore, 44.8% reported being pre-hypertensive and 4.9% reported being hypertensive. Teachers with insufficient restroom access were significantly more likely to report frequent urinary tract infections. Conclusions. This study demonstrates a relationship between restroom access, fluid consumption and renal/cardiovascular health in classroom teachers. Future research should directly investigate how teacher work environment impacts renal and cardiovascular health.

Professional Motivation of Secondary School Teachers

The problems of staff shortage in secondary school, mutual understanding between teacher and student, effective training of students are largely related to the teacher's high motivation to work and overcome objective difficulties. The subject of the study is the features of the professional motivation of secondary school teachers depending on the length of service. The purpose of the study: to study the content characteristics of the professional motivation of secondary school teachers, depending on the length of service. We studied the following groups of components of professional motivation: value-semantic; cognitive; emotional-personal component. To conduct the study, a sample was formed, the number of which was 45 teachers and divided into 3 age groups with different periods of teaching experience of 15 people in each group. The results of the study showed differences between groups of teachers with different professional experience. Teachers on the initial path of professional activity have a more pronounced focus on tasks and interactions, less on themselves. And teachers with more professional experience have a pronounced focus on themselves, and less on tasks and interactions in the motivational complex of secondary school teachers with different work experience, there are differences in the predominance of internal and external motives. External positive motives predominate, which are associated with the action of external incentives (the possibility of obtaining recognition, the availability of salary growth opportunities, the ability to use the provided measures of state support, etc. External negative motives in the sample of teachers are the least pronounced, which can also be regarded as a sign of a fairly prosperous environment associated with the working conditions of school teachers.

Physical education teachers of the basic public education of Minas Gerais in the pandemic of Covid-19: working conditions, health and lifestyle

This study aimed to describe the working and health conditions of physical education teachers in public basic education in the state of Minas Gerais – Brazil during the COVID-19 pandemic. Cross-sectional study, carried out from August to September 2020, via digital form and had the support of the Minas Gerais State Department of Education. The instrument presented variables related to the sociodemographic profile, work and health conditions during the pandemic. The prevalences of the variables were presented. 1,016 physical education teachers participated in the study. Of these, 61.4% were female, 65.8% aged 21 to 40 years and 15.3% worked in the countryside. In relation to working conditions during the pandemic, 99% performed remote activities, 35.7% were dissatisfied with their work, 37% worked much more than they used to and 81.2% presented the interest of students/parents in classes as a difficulty. As for health conditions during the pandemic, 10.3% increased their consumption of alcoholic beverages, 26.1% did not practice physical exercise, 56.5% had increased body weight and 37.8% reported a lot of fear of COVID-19. Physical education teachers of basic education in the state of Minas Gerais were significantly affected by the pandemic, so it is important to implement support strategies.

Working conditions and work performance of remote elementary school teachers

Working conditions are a critical component in determining an employee's productivity as well as their ability to be efficient and successful. The purpose of this study was to characterize working conditions and their impact on the job performance of elementary school teachers in Boven Digoel district. Data were gathered using survey from 171 respondents, conveniently selected from a total of 536 elementary school teachers of Boven Digoel district. The gathered data were statistically analyzed using the program SPSS version 21. The findings indicated that the working conditions of the elementary school teachers of Boven Digoel district strongly affected their job performance. In addition, the research show that school principals and regional education policymakers must develop favorable working conditions for teachers in order to motivate them to contribute more than is necessary to educate the youth of nations.

The Effect of Competency-Based Curricula on the Promotion of Social Values and Civic Education in the Pre-University Education: Case of Kosovo

This study investigates teachers’ understanding of the competency-based curriculum framework. In addition, it investigates teachers’ opinions on the promotion of civic education and social values through the curricular framework, and what impediments teachers face in implementing the curriculum on the civic education subject. A questionnaire, including structured and open-ended questions, was developed and distributed to 318 teachers. Findings of this study indicated that the majority of teachers understand the curricular framework including core and subject curricula, related to civic education and social values. In addition, findings indicate there are inadequate textbooks and insufficient professional development and training of teachers. Findings also indicate that inappropriate infrastructure and adequate equipment have a negative effect on the implementation of competency-based curricula. Recommendations highlight the need for a revision of textbooks based on the curricular framework provisions and additional training of teachers on implementing the competency-based curriculum. In addition, there is a need for providing adequate working conditions for teachers. Recommendation for future research is to include other factors such as students’ performance and outcomes of the educational process. 
 
 Received: 15 November 2021 / Accepted: 20 January 2022 / Published: 5 March 2022

Working conditions of physical education teachers in European higher education institutions

Aim: One of the problems of modern higher education is the so-called "New core curricula", which oblige PE teachers to make many changes in the way they work. PE teachers face several restrictions to provide PE programs that improve students' physical fitness, cognitive development, and overall health. The research aimed to investigate the working conditions of university PE teachers in selected European tertiary institutions. Materials and Methods: The quantitative research employed purposive sampling. Five academics volunteered to collect information on 66 European tertiary institutions located in Poland, Slovakia, Serbia, Hungary, Czech Republic, Slovenia, Turkey, Spain, Montenegro, Croatia, Bosnia & Hercegovina, Finland and Kosovo. Quantitative data were collected using questionnaires with a set of questions concerning characteristics of tertiary institutions and various aspects of working conditions of university PE teachers. Results: Two thirds of the university PE teachers held master's degree in PE since in over 42% of surveyed institutions, a master's degree in physical education was required to conduct PE classes. The majority of PE teachers (84.4%) were employed full-time, and on average worked 38.6 days in an academic year. Significantly more PE teachers with masters and doctoral degrees (p = 0.012) were employed full-time, or fixed term in public, middle size HEIs (p <0.001). In HEIs in cities with less than 500,000 residents, PE teachers were more often encouraged for participation in CPD (p = 0.049). Significantly more public HEIs fully or partially covered the costs of CPD or conferences (p <0.001), whereas in non-public or small HEIs significantly more PE teachers had to finance the costs of CPD. Moreover, significantly more (p =0.037) universities implemented specific PE teachers’ evaluation criteria with a personal record of their achievements. Conclusion: There is a pressing need to improve qualifications of university PE teachers, as many European HEIs do not support PE teachers in CPD. Furthermore, lack of CPD opportunities, low salaries and lack of career promotion perspectives combined with lower psychological resilience, may result in professional burnout syndrome.

Sovietization in the educational space of the Rivne region (1939–1941)

The article is devoted to the transformation of the education system in the western Ukrainian lands after the fall of Polish statehood in 1939 and their annexation to Soviet Ukraine. On the example of one of the six new administrative-territorial entities – the Rivne region, the Sovietization of education: the creation of a network of secondary and vocational schools, Ukrainization, the elimination of illiteracy, and the development of communist ideology was studied.Unification of the educational process in the western regions of Ukraine following the current in the USSR and the quantitative growth of schools required the training of teachers with established Marxist-Leninist worldviews. To provide educational institutions with skilled workers, the Soviet leadership has created three pedagogical schools in the Rivne region – in Ostroh, Dubrovytsia, Derman; the first higher educational institution – Rovno State Teachers’ Institute; Rovno Institute for Teacher Training for retraining local staff, as well as has organized the arrival of teachers from the central and eastern regions of Soviet Ukraine.The atmosphere of Soviet everyday life, the working conditions of teachers during the years of the totalitarian regime are highlighted, the specific examples of punitive and repressive actions against teachers and students are shown. Educational work was an important component of the educational process in educational institutions, which was based on political and ideological principles, the core of which was the formation of communist beliefs, internationalism, atheism, and militarism in students.During the first period of Sovietization, education was reorganized, the number of schools and students in the cities and villages of the Rivne region increased. The structure of the general educational institutions of Rivne, which took into account the national composition of student youth, was analyzed, and therefore most subjects were taught in the native language. Attention is drawn to the assimilation policy of the Soviet government, which instilled the Russian language in urban schools, while the declared Ukrainization concerned more rural schools in Ukraine.

Characteristics of the working conditions of teachers in distance learning in the aspect of the development of emotional burnout

Researchers surveyed secondary school teachers characterizing the signs of emotional burnout during the educational process in a distance format. We considered preventive measures. The study aims to research the possible development of emotional burnout among teachers in the conditions of distance learning. We conducted a study with the participation of 72 teachers to identify signs of emotional burnout using the V.V. Boyko questionnaire and conducted statistical data processing using Statistica 13.0. The average age of teachers was 47.1 years; the majority were women. In addition, 70,0% of Teachers noted that they have chronic diseases. Based on the results obtained, we concluded that school teachers' lack of work experience in the conditions of distance learning and online classes was a traumatic circumstance for almost half of the teachers, which could serve as a triggering mechanism for the stages of development emotional burnout. Subjectively, teachers associated the formation of symptoms of emotional burnout and health disorders with two-thirds of all cases with working conditions, its intensity, and difficulties with maintaining a healthy lifestyle in self-isolation. The revealed indicators of the phases of the development of emotional burnout allow us to judge that 45.9% of teachers have a formed/dominant symptom of "experiencing traumatic circumstances" registered in the "tension" phase. 31.2% of teachers have a symptom of "anxiety and depression". There are high rates of symptoms of "inadequate selective emotional response" - 54.1% in the "resistance" phase, "emotional and moral disorientation" - 32.8%, "expansion of the sphere of saving emotions" - 31.1% and "reduction of professional responsibilities" - 50.8%. In the "exhaustion" phase, the symptom "psychosomatic and psychovegetative disorders" has a dominant value in 22.9% of teachers. Factors that, according to teachers, contribute to the formation of emotional burnout are: the intensity of work in the conditions of distance learning (61.1%); violation of lifestyle components (36.1%); lack of access to a doctor (29.2%). To prevent the formation of emotional burnout syndrome in the conditions of distance learning: it is necessary to observe for teachers the work and rest regime in compliance with the working time regulations within the framework of official duties and an employment contract, compliance with the rules of a healthy lifestyle, high-quality medical care, and mandatory professional development on online training.

Digital transformation of education and the analysis of possible risks: results of a survey of teachers of general education organizations

Introduction. Digital transformation of the educational space resulted in a new problem area associated with the search for solutions to eliminate the existing gap between the pace of digitalization of society and education and the preparation of teachers to work in the digital environment in the context of digitalization of the educational process. The article is aimed at monitoring and analyzing the possible risks of digital transformation in the general education system. Materials and methods. During the study of the possible risks of digital transformation in the general education system, a survey among teachers of general education organizations of Krasnodar region was conducted (122 people). The professional standard "Teacher (Pedagogical Activity in the Field of Preschool, Primary General, Basic General, Secondary General Education) (Educator, Teacher)" dated October 18, 2013 No. 544n and the Federal State Educational Standard of Higher Education (FSES HE 44.03.01 Pedagogical Education) were analyzed and compared. The results of the study. The study aimed at determining the possible risks of digital transformation in the general education system showed that a significant number of respondents noted the following factors as risk zones: technical working conditions of teachers (21.3% of teachers are not provided with the necessary equipment), their ambiguous attitude to distance education (against 72.1% of teachers) and digital transformation of education (against 29.5% of teachers), incomplete understanding of trends in the development of modern education, insufficient level of mastering information and communication technologies (more than 55% of teachers possess ICT at an average or low level). The identified risks are not fully reflected in the professional standard of the teacher, which gives grounds for its significant revision and updating. Discussion and conclusion. Based on the results of the survey of teachers the following recommendations are offered: a) to provide the subjects of the educational process with the necessary computer and telecommunications equipment with high-speed Internet access; b) to create optimal working conditions for teaching staff contributing to the improvement of professional competencies under digitalization; c) to involve more teachers in the development of academic materials posted on Russian educational online resources; d) to implement educational and enlightenment activities among teachers to form ideas about the directions, opportunities and prospects of digital transformation of general education, to generate a new way of thinking of a modern teacher under digitalization.

Influence of Career Satisfaction on Teachers’ Attrition and Retention in Public Secondary Schools of Dass Local Government Area in Bauchi State, North Eastern-Nigeria

The disregard of teachers' needs had an influence negatively on our educational system in Nigeria. This study was undertaken to explore the influence of career satisfaction on teachers' attrition and retention in public secondary schools of Dass Local Government Area of Bauchi state was also the objective. A survey design was adopted for the study; the study population constitutes 356 teachers in public secondary schools in Dass Local Government. A proportionate stratified sampling technique was employed in selecting 186 teachers as sample respondents in this study. An instrument was adopted from previous studies relevant to the current research and was used for data collection in this study. Descriptive statistics were used to answer the research questions, while multiple regressions were used to test the null hypotheses at a 0.05 level of significance. Findings from the study showed an influence of 26.226 as against P-value =.000) between career satisfaction and teachers and attrition and retention. Findings showed that career satisfaction positively influences teachers' attrition and retention in public secondary schools in Dass Local Government of Bauchi State. The study recommended that the school management and the government improve the working conditions of teachers by providing adequate teaching/learning resources.

Job Stress on Teachers During the Covid-19 Pandemic: The Role of Workload and Organizational Climate

The number of workloads borne by the teacher will result a negative impact. An organizational climate is crucial because it can generate a comfortable working conditions for teachers. Otherwise, an unfavorable organizational climate can impact poor working conditions that affect teachers to experience job stress. This study aimed to determine the effect of workload and organizational climate on the work stress of elementary school teachers in Indonesia. One hundred forty-eight elementary school teachers were selected as research participants through an incidental sampling. The research instruments were the workload scale, organizational climate scale, and teacher job stress scale. The results of regression analysis revealed that workload (β = 0.134, p = 0.026) and organizational climate ( = -0.680, p = 0.000) contributed to the job stress of elementary school teachers. This study recommends primary school principals to manage the workload for the professionalism improvement and productivity of elementary school teachers. Harmony in the school environment must be maintained to create a comfortable work and avoid work stress.

Work in the time of Covid-19 pandemic: challenges for didactic activity in the Republic of Moldova

The study represents an analysis of the pandemic impact on working conditions of teachers employed in general primary and secondary education institutions in the Republic of Moldova. The analysis is based on an opinion poll carried out among the didactic staff and relates the working conditions during the pandemic to the provisions stipulated in the International Covenant on Economic, Social and Cultural Rights, as well as those in the Constitution of the Republic of Moldova. The poll results denote the fact that the working conditions of the didactic staff have changed for the worse during the pandemic, having aggravated some chronic problems of Moldovan education, whereas exercising labour rights in conformity with international and constitutional engagements implies rationalization of work and providing necessary remuneration for a decent life.

Modification of working conditions of teaching staff of higher education institutions: legal aspects

Introduction. Working conditions of the teaching staff of higher education institutions are not static, as they reflect the changes taking place in the outside world. The increase in the role of informatization, the acceleration of the information flow, the changing of the information field, the introduction of scientometric indicators, the recognition of the impact of stress in the workplace on the health of an employee – all this accompanies the work of the teaching staff. The analysis of these phenomena makes it possible to single out three large groups of working conditions for the teaching staff of higher education institution, which today are undergoing changes, to identify the prerequisites for their occurrence and to formulate their consequences for the entire educational process. The purpose of the study was to conduct a comprehensive analysis of the working conditions of higher education teachers, which are currently undergoing changes. Methods and methodology. The work used the methodology of a comprehensive study, including methods of document analysis, comparative analysis, secondary use of sociological, economic and medical data. The results of the study show that the digitalization of vocational education, including higher education, is carried out in different conditions than the digitalization of schools, which leads to the emergence of a new paradigm of interaction between higher education teachers and students. As a result of research, the absence of a centralized acquisition of skills in the use of digital technologies by teachers was confirmed: 45% of respondents carry out advanced training on their own, 41% – using online platforms, 31% – ask for help from colleagues in their educational institution, 30% – exchange experience with colleagues from others vocational institutions. In the absence of legislative regulation of the issue of mastering new digital competencies by the teaching staff of higher education institutions, the ways of solving this issue are proposed. The results of the research revealed that meeting the scientific productivity requirements for the teaching staff is one of the main sources of stress in the workplace (40% of respondents). It is concluded that in order to achieve quality indicators in the field of scientific activity, in order to prevent opportunistic behavior of the teaching staff, higher education institutions need to develop tools of internal motivation. The authors believe that an integrated approach to regulating the emotional burnout of teachers could also be applied in relation to minimizing the risks of professional burnout, that is, to adopt acts of legal regulation at the federal and local levels in order to prevent professional burnout.

“I never thought it would be that bad” – Increasing teachers’ awareness of psychological well-being through recovery-stress monitoring and individualised feedback

BACKGROUND: The demanding working conditions of teachers make them susceptible to stress. Monitoring temporal changes in recovery and stress may provide a valuable approach for maintaining well-being. OBJECTIVE: This exploratory study followed a two-stage approach aimed at: a) collecting data about the potential effects of holidays on stress in teachers, and b) utilizing these findings to provide tangible feedback to teachers. METHODS: Thirty-seven German teachers completed online questionnaires over six months (eight measurements) which included two holiday periods (Easter break, Summer break). Sociodemographic data regarding recovery and stress were gathered using the Recovery-Stress Questionnaire Work. Interested teachers received individual feedback sessions. RESULTS: The results, inter alia, indicated significant time effects for the dimensions Overall Stress (F(7,119) = 5.31, p < 0.001) and Overall Recovery (F(3.7,67.7) = 4.33, p = 0.004). Significant positive changes were identified over the Summer, but not the Easter break. In the feedback sessions, group-based findings were connected with the individual recovery-stress values. Notable scores were highlighted in a matrix. CONCLUSIONS: This study demonstrates an approach to monitoring and providing group and personalised feedback to raise teachers’ awareness and sensitivity of psychological health status in relation to their working environment.

Similar work, different pay? Private school teacher working conditions in India

As the private education sector grows across the globe, private providers by extension are becoming significant employers of teachers. In India, more than 3 million teachers are employed in the private sector, contributing to meeting the rapidly expanding educational demands and learning needs of children. Teacher working conditions are crucial to ensure teacher retention and success within the education system. We use the 2011–2012, nationally representative employment data from India, to investigate private teacher working conditions. We conduct a series of regression analysis to account for the differences in demographic attributes of public and private teachers, differences in rural and urban growth of private schools and cross-state variations. We find that, compared to public school teachers, private school teachers experience less favorable monetary and non-monetary working conditions including less access to paid leaves, pension and health care. They also experience lower job security in terms of the existence of a contract and the length of contract period. Private school teachers also have a lower access to teacher unions and thus weaker collective bargaining to negotiate their working conditions. Private teachers are more frequently likely to seek additional work and alternate work. Some noteworthy differences in teacher demographics in rural and urban areas (urban teachers are more likely to be female, somewhat older, and more educated) notwithstanding, these patterns of public-private teacher working conditions are consistent across rural and urban location. We conclude with reflections on potential explanations for these results and suggest steps for future research.

Sustaining a Sense of Success: The Protective Role of Teacher Working Conditions during the COVID-19 Pandemic

COVID-19 shuttered schools across the United States, upending traditional approaches to education. We examine teachers’ experiences during emergency remote teaching in the spring of 2020 using responses to a working conditions survey from a sample of 7,841 teachers across 206 schools and 9 states. Teachers reported a range of challenges related to engaging students in remote learning and balancing their professional and personal responsibilities. Teachers in high-poverty and majority Black schools perceived these challenges to be the most severe, suggesting the pandemic further increased existing educational inequities. Using data from both pre-post and retrospective surveys, we find that the pandemic and pivot to emergency remote teaching resulted in a sudden, large drop in teachers’ sense of success. We also demonstrate how supportive working conditions in schools played a critical role in helping teachers to sustain their sense of success. Teachers were less likely to experience declines in their sense of success when they worked in schools with strong communication, targeted training, meaningful collaboration, fair expectations, and authentic recognition during the pandemic.

Conflictological competence: Attitude component

It is substantiated the understanding of the conflict as a necessity of development, built into the educational process. It is proposed to interpret the conflict as an actualized collision of contradictions, in which the parties with different values, guidelines, motives cannot stay unchanged, and pose a threat and mutually determine, interact with each other. The «attitude» model of conflict competence of the teacher is presented as a tool for minimizing the destructive influence, with the possibility of constructive use of conflicts. There are presented the components of the «attitude» model of conflictological competence, which determine the readiness and ability of the teacher to implement knowledge and skills in conflictology (interact in a situation of threat to resolve contradictions, instead of avoiding, redirecting energy to less threatening objects): reflexivity, ability to establish interaction, time orientation, independence of values and behavior of the subject, adaptation, dominance, escapism, values of self-improvement and flexibility of behavior, selfsensitivity and spontaneity, self-esteem, self-acceptance (attitude towards yourself), attitude to other people, and interpersonal sensitivity. The term «subjective attitude» in the structure of teacher’s conflict competence is proposed to be understood as the latent mental potential of reactions, experiences, and human actions, which is actualized in the construction of the current communicative situation, in connection with the individual's evaluative perceptions of the environment and ownself. The development of conflictological competence of the working teacher is proposed to be studied in the context of socio-psychological conditions (processes) occurring among the teaching staff (small group): individual perception of the group, psychological microclimate, cohesion, and attitude to their role in a small group (teaching staff), subjective perception of management style, personality type of the head of an institution, the importance of work in the educational institution as the only source of satisfaction of material needs. There are given the results of empirical research of psychological processes in small groups and the attitude component of the conflict competence of the teacher, and there are established the connections of teachers’ attitudes with their subjective perception of the pedagogical staff. It is found that teachers mainly assess the socio-psychological climate as favorable, characterize the predominance of a high level of group cohesion in teams with a tendency to collectivist type of group perception and democratic management style. Respondents are characterized by an average level of reflexivity, increased selfperception (self-esteem and self-perception block), the desire for dominance with a slight decrease in adaptability, and lack of trust in the world around and other people. It is found a tendency in respondents to separate from the social environment, the expression of individualism as a factor of success in professional activities, which can contribute to the multiplication of contradictions, but blocking the willingness to recognize them. That is, the favorable socio-psychological working conditions for teachers and their orientation to collectivism set the framework of humanistic perception of a person as the basis of the subject and object in professional pedagogical activity. But teachers themselves show opposite tendencies: on the one hand, they give importance to collectivism, and find themselves as a part of the educational environment as such; on the other hand, their self-realization in professional activity is achieved under the condition of domination, individualism, and separation from the group, which testifies to the importance of self-authenticity for the teacher. There are identified approaches to the development of working teachers’ conflictological competence, taking into account the peculiarities of the small group processes