Keyword: «level of subjective control»

In the context of the FSES implementation, teachers must feel that they are active subjects of their own activities, create a favorable climate in the classroom, influence in a positive way on children's self-appraisal and self-attitude, stimulate their desire for success in learning and contribute to their personal development. The problem of health, mental health of the teacher becomes particularly relevant under these conditions. The purpose of this study is to examine the level of subjective control of primary school teachers in general education institutions in five areas: taking responsibility for their lives, accepting themselves, the ability to live in the present, the meaningfulness of individual being, and accepting other people. The article analyzes the factors of primary school teachers development at the present stage of pedagogical science development in domestic and foreign scientific literature. The epistolary composition method with further processing by means of content analysis was chosen as the leading method of experimental work on the study of the level of subjective control of primary school teachers. To obtain objective data, the study also used observation of teachers’ activity and behavior when attending classes, as well as the method of studying the level of subjective control. The results of the study showed that primary school teachers of the Lyceum No. 10 can feel that they are active subjects of their activities and they are able to establish relationships with students on the principles of respect, trust, understanding, to maintain a good psychological climate in the classroom, to influence on their self- appraisal and self-analysis of their actions, to create a "situation of success." However, many of them (28%) have a low level of subjective control. These data resulted in the adjustment of measures for supporting the professional development of teachers. The article may be interesting to methodologists who are in charge of the professional development of teachers, and the heads of educational institutions.

The article reveals the relevance of the study of the value-semantic sphere in the period of professional development, provides a brief analysis of the theoretical basis of the study and presents its results. The empirical study was carried out on the basis of the branch of the Kuban State University (in Slavyansk-on-Kuban). The respondents were 50 full-time students studying the programs "Pedagogical Education" and "Psychological and Pedagogical Education". As a result of the study, it was proved that the value-semantic sphere of students has qualitative differences depending on the professional orientation. The article provides recommendations on the formation of the value-semantic sphere of students in the educational environment of the university.