Manifestation of teachers' procrastination phenomenon depending on the life quality

Procrastination, described in a scientific discourse as a problem of the individual, increasingly comes to the fore and becomes a problem of society. The urgency of the problem under investigation is conditioned by the need to develop aspects of the procrastination phenomenon manifestation in the professional activity. The analysis of publications regarding the manifestation of this phenomenon in pedagogical activity allows us stating that in foreign researches this issue is described more diversely than in Russian ones. The purpose of the article is to study the peculiarities of manifestation of teachers' procrastination in relation to their assessment of their life quality. The basic method of studying this question is the ascertaining experiment. As methods of research were selected the following: B. Tukman's Methodology "Scale of general procrastination"; The Melbourne Decision Making Questionnaire; The Questionnaire "WHOQOL-100". The study involved schoolteachers in the number of 51 people aged from 22 to 70 years. During the study of the phenomenon of procrastination in the activity of a teacher we have found that procrastination as a way of postponing the work is manifested among teachers in connection with unproductive coping strategies: procrastination is directly connected with the "Avoidance" scales, "Procrastination" (coping), "Hypervigilance". Close interrelations of the described indicators allow us speaking about the interaction of the procrastination phenomenon and some unproductive strategy, as a choice as a support. The indicator "Procrastination" has 3 negative relationships with the scales of the questionnaire "WHOQOL-100": with the sphere "Independence level", and the subspheres F5 Cognitive functions, F20 Opportunities for acquiring new information and skills. Accordingly, an increase in the value of procrastination can significantly reduce the teacher's ability to lead an autonomous existence, to provide and maintain oneself independently; will change the teacher's opinion about his/her own thinking, ability to learn, ability to concentrate and to make decisions. It will be much more difficult to fulfill their professional duties in terms of desires, opportunities and ability to cope with their daily affairs and work without depending on anyone. Negative relationships between the spheres and sub-spheres of the WHOQOL-100 questionnaire and unproductive coping strategies "Avoidance and Supervision" were recorded. The revealed interrelations show that the professional functioning of the teacher is possible only if the need for psychological security is satisfied (sense of security, ability to maintain stability in the environment, satisfaction of the need for a healthy and comfortable life, a sense of personal freedom, high self-esteem, and independence in decision-making).

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