Please use this identifier to cite or link to this item: http://hdl.handle.net/10995/82720
Title: Features of Professional Health of a Teacher at Different Stages of Professional Development
Authors: Pecherkina, A.
Muslumov, R.
Issue Date: 2018
Publisher: Knowledge E
Citation: Pecherkina A. Features of Professional Health of a Teacher at Different Stages of Professional Development / A. Pecherkina, R. Muslumov // The Fifth International Luria Memorial Congress «Lurian Approach in International Psychological Science» (Ekaterinburg, Russia, 13–16 October, 2017). – Dubai : Knowledge E, 2018. – KnE Life Sciences, 4 (8). – pp. 700-710. – DOI 10.18502/kls.v4i8.3328
Abstract: The article presents the results of a study of the professional health of a teacher at different stages of professional development. 270 school teachers participated in the study. The research methods were selected in accordance with the defined components of the teacher’s professional health: motivational (questionnaire ”Motivation for success” (T. Ehlers), questionnaire ”Motivation to avoid failures” (T. Ehlers)), emotional (questionnaire «Self-assessment of emotional states» (H. Eysenck), questionnaire «Empathy» (A. Mehrabyan)) and reflective (differential reflexivity test (D.A. Leontiev, Y.N. Osin), method of the diagnostic of the development level of reflexivity (A.V. Karpov)). The sample was divided into groups in accordance with the stages of professional development: 0 to 5 years of work experience in school - the adaptation stage; 6 to 15 years - primary professionalization; 16 to 25 years - secondary professionalization; over 25 years – mastery. It is established that the motivational component of a teacher’s professional health is characterized by a moderately high and average motivation for success and a high and very high level of avoidance of failures. The emotional component of a teacher’s professional health is characterized by a low level of frustration and aggressiveness, a high level of anxiety and an average level of rigidity and effective empathy. The reflective component of a teacher’s professional health is characterized by average indicators of the level of development of reflexivity and systemic reflection, as well as low indicators of introspection and quasi-reflection. As professional development occurs, the intensity of the indicators of motivational, emotional and reflective components of a teacher’s professional health changes. It is characterized by increasing motivation for success, increased level of anxiety, increased level of rigidity, development of systemic reflection.
Keywords: HEALTH
TEACHER’S PROFESSIONAL HEALTH
TEACHER’S PROFESSIONAL HEALTH STRUCTURE
MOTIVATIONAL COMPONENT OF TEACHER’S PROFESSIONAL HEALTH
EMOTIONAL COMPONENT OF TEACHER’S PROFESSIONAL HEALTH
REFLECTIVE COMPONENT OF TEACHER’S PROFESSIONAL HEALTH
URI: http://hdl.handle.net/10995/82720
Access: Creative Commons Attribution License
License text: https://creativecommons.org/licenses/by/4.0/
Conference name: The Fifth International Luria Memorial Congress «Lurian Approach in International Psychological Science»
Conference date: 13.10.2017-16.10.2017
ISSN: 2413-0877
DOI: 10.18502/kls.v4i8.3328
Origin: The Fifth International Luria Memorial Congress «Lurian Approach in International Psychological Science». — Ekaterinburg, 2018
Appears in Collections:Конференции, семинары

Files in This Item:
File Description SizeFormat 
luria_2018_072.pdf335,31 kBAdobe PDFView/Open


This item is licensed under a Creative Commons License Creative Commons