August 2021, № 4 (232), pages 6-17

doi: 10.25198/1814-6457-231-6

Aptikieva L.R. PSYCHOLOGICAL AND PEDAGOGICAL REASONS FOR THE PERSONALITY DEFORMATION OF SECONDARY SCHOOL TEACHERSThe emergence and growth of professional personality deformities among teachers of secondary schools makes it necessary to study this issue in order to develop effective measures for the prevention of personality deformities. Purpose: to investigate personality deformations in teachers of secondary schools. Tasks: to reveal the concept of “professional personality deformations”; to consider the types, levels, causes and conditions of its occurrence; to conduct an empirical study of personality deformations in secondary school teachers (in order to confirm the hypothesis); to present an analysis of the results of the work carried out.
My theoretical study of personality deformation in secondary school teachers allowed me to formulate a definition of personality professional transformation (change of personal properties under the influence of prolonged performance of professional duties); to identify the types of professional transformation (professional — typological, individualized, general professional); the consequences to which it leads, affecting various levels of personality organization (physiological, mental, level of speech, style and external image of a person); levels of development of professional transformation (initial-subtle changes in personality; medium — significant quantitative and qualitative changes; deep-deformations affect the entire personality); causes and conditions of professional transformation (due to the specifics of the activity itself; personal properties; socio-psychological nature). Sample: teachers of Vozdvizhenskaya secondary school of the Orenburg region. Work experience: from 1 year to 12 years.
Conclusions. The goal has been achieved: personality deformations in teachers of secondary schools have been studied. The tasks are solved: the concept of “professional deformations of personality” is disclosed; the types, levels, causes and conditions of its occurrence are considered; an empirical study is conducted; the hypothesis is confirmed: the experience of professional pedagogical activity (the duration of its implementation) affects the emergence and development of the professional deformation of the personality of teachers of secondary school.Key words: deformation, professional deformation, personality, teacher, pedagogical activity, profession, secondary general education school.

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About this article

Author: Aptikieva L.R.

Year: 2021

doi: 10.25198/1814-6457-231-6

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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