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L. E. Semenova, V. E. Semenova, PSYCHOLOGICAL WELL-BEING OF PRESCHOOL TEACHERS

Журнал » Journal_eng » Journal 28 : L. E. Semenova, V. E. Semenova, PSYCHOLOGICAL WELL-BEING OF PRESCHOOL TEACHERS
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PSYCHOLOGICAL WELL-BEING OF PRESCHOOL TEACHERS

 

L. E. Semenova,

V. E. Semenova,

Nizhny Novgorod Institute of Education Development,

Nizhny Novgorod

 

Introduction. The article analyzes the problem of psychological well-being of teachers of preschool educational institutions. The main approaches of modern researchers to the consideration of the phenomenon of individual well-being, its main characteristics and structure are briefly outlined and on this basis the question of differentiation of the concepts of «psychological well-being» and «subjective well-being» is touched upon.

A General assessment of the degree of study of psychological well-being of the individual in the domestic psychology of recent decades is given. The article substantiates the urgency of the problem of psychological well-being of teachers of preschool educational institutions as one of the leading conditions of their successful professional activity and positive changes in the Russian education.

Organization and methods of research. An empirical study was carried out to study the characteristics of some professional characteristics of preschool teachers with different levels of psychological well-being, which included two stages. First, a comparative analysis of the degree of expression of the main components and the overall level of psychological well-being of preschool teachers working in groups with children with developmental disabilities, and their colleagues working in groups without children with disabilities.

Secondly, the comparison of the prevailing style of pedagogical communication and the status of professional identity in respondents with different levels of psychological well-being.

Research result. It is established that for preschool teachers working with children with disabilities, unlike their colleagues working in groups without children with disabilities, are characterized by lower rates, as most of the main components, and the overall level of psychological well-being. The data testifying that for psychologically successful preschool teachers in most cases are characterized by the predominance of the democratic style of interaction with children and the status of positive professional identity, while their less prosperous colleagues noted the predominance of the authoritarian style of pedagogical communication and the status of diffuse professional identity.

Conclusion. It is concluded that at a low level of psychological well-being preschool teachers are at risk for the manifestation of destructive styles of interaction with pupils and the lack of clear professional guidelines  and a sense of satisfaction with their professional development. However, such respondents are a minority, while many preschool teachers have personal characteristics that allow them to meet the guidelines and requirements of modern education.

 

Keywords: psychological well-being; professional characteristics; status of professional identity; styles of pedagogical communication; preschool teachers.

 

For citation: Semenova L. E., Semenova V. E. Psychological well-being of preschool teachers // Systems Psychology and Sociology. 2018. № 4 (28). P. 40–54.

 

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