Development of the axiological sphere of the teacher as a factor of their professional success

One of the most serious problems of modern Russia still is the education system reforming in the broadest scale. In this process an important role is assigned to the teacher, his/her axiological characteristics. In the research we assumed that optimization of training is possible with harmonization and wellbeing of the psychological life of teachers. Therefore, it is so important to study the influence of of the teacher's axiological sphere development on his/her professional success. Our research took place in School No. 82 of Voroshilovsky District of Rostov-on-Don and School No. 14 of Novocherkassk of Rostov Oblast and lasted 2 months. The number of respondents was 40 people aged 20-74. The work consisted of the following stages. At the first stage the analysis of psychological, philosophical and pedagogical literature allowed revealing that a value is a multidimensional key basic concept which is ambiguously considered throughout the science history. In the second stage a stating experiment was carried out. It included drawing up the diagnostic card, questioning, conversation, supervision, analytical data processing. Among psychological techniques the following were selected: the technique of psychological wellbeing, the LSS Test in D.A. Leontiev's version, the authors' diagnostics of criteria of objective success of teachers, the expert self-assessment of pedagogical competences, and the questionnaire on identifying aspiration to self-development and self-realization. At the final stage the analysis was carried out and it was established that the description of personal characteristics of teachers depends on their vital strategy with axiological reference points. Some features characteristic for certain groups of teachers were revealed. Thus, leaders possessing the highest indicators of professional success have smallest self-acceptance, smallest care of themselves, their health. Most important for them is compliance with social roles, norms, their own status. The second group proved to be the most stable and predictable. These are teachers with a settled outlook, with strong positions, appreciating, first of all, stability and comfort. The third group, the least uniform structurally and thus inconsistent tends to the personal growth, which is rather pleasant and as a whole corresponds to the indicators of the average norm by other studied criteria. The conducted research showed that the teaching staff can be divided into groups by the success they reached, in our case we found three such groups. Subjective and objective indicators of professional success and components describing the axiological sphere were subjected to statistical processing. An attempt of detection of dependence between these variables, definition of its degree of expressiveness was made. The result was a conclusion that the professional success of teachers depends on the development of their axiological sphere.

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