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ДУХОВНИЙ ПОТЕНЦІАЛ СІМЕЙНОГО ВИХОВАННЯ

100%
Щербакова І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
460-466
EN
The theoretical analysis of spiritual potential of family education is carried out in the article. The relevance of the study proved by the growing crisis in the Ukrainian society of the trend of gradual devaluation of the value-semantic of family dominant (mental and spirit). The article presents the basic concepts that reveal the essence of the main elements of the spiritual potential of family education: “spirituality”, “potential”, “family education”, “the spiritual potential of the individual”, “potential of family education”. The components of the spiritual potential of the individual and the educational potential of the family are identified. From the viewpoint of integrative and holistic analysis defined the role of family education, the factors that affect the educational potential of the family. Spiritual potential as a system of senses and life orientations, spiritually-moral values and options, integrates volitional qualities of character and spiritual orientation of the personality. The essential content of the proposed psychological analysis of the studied phenomenon is reduced to the author’s concept, according to which the spiritual potential of family education is determined by the unique mental and spiritual potential of the family, and is a determining condition for the formation of feeling of spiritual integrity and spiritual stability of personality, mortgage of its full development. It is concluded that family education is an important factor in spiritual awakening and development of the child. Spiritual potential of family education reflects the unique soul-spiritual potential of the family, which is a defining condition for the full development of the personality, where each period of spiritual development is the subjective reflection of everything that is happening in the family. In a crisis time spiritual potential of family education should be aimed at promoting positive models of the world, the ontological confidence, spiritual integrity and sustainability.
2

ЗАДОВОЛЕНІСТЬ ПРОФЕСІЙНОЮ ДІЯЛЬНІСТЮ ЯК ІНДИКАТОР НЕЙРОТИЗМУ СУБ’ЄКТІВ ПРАЦІ

100%
Щербакова І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 1(45)
187-193
EN
The article deals with the basic approaches to defining the influence of neuroticism on the teachers’ satisfaction with the professional activity. At a time when social and economic instability creates a lack of confidence in the future, causes instability professional status of the subject work, and crisis external stimuli as stress factors cause asthenic emotions, we are seeing an increase in the level of emotional instability business work. This is especially true of the teachers, because of their professional activities, there are many stress factors (objective - an organizational role, and subjective - personal) that influence the job satisfaction and the profession as a whole, causing a certain level of emotional stability, lability (instability), neurotization (increased emotional instability) of employees. The psychological features of neuroticism, as a characteristic of emotional stability and instability, are revealed. The structural components of neuroticism are defined by the author: the index of life satisfaction, dominant emotional states (a propensity to experience anger, situational anxiety, emotional self-regulation, regulation of others’ emotions, self-control). The determinants of a teacher’s neuroticism are defined in the article. They are: professional competence, communicativeness, stress resistance, the absence of professional deformation revilement and emotional burning down. The factors which influence the teachers’ satisfaction with professional activity are the following: satisfaction with external working conditions, the domestic and social factors, the correspondence of work and leading work motives, the personal factors. Teachers’ satisfaction with professional activity is analyzed according to the following criteria: attitude to the educational establishment; the relationships among the teachers; satisfaction with the working conditions; teacher’s satisfaction with the status among the colleagues; work attitude; attitude to the students; attitude to school administration; attitude to the teaching staff members. The generalization of the findings leads to the conclusion that the teachers with high level of neuroticism feel considerably less satisfaction with the work they perform, with the colleagues and salary. The urgent imperative is the establishment of the professional conditions favorable for self-development, self-affirmation and implementation of the subjects of work.
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