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1

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.
2

ЕМОЦІЙНА СТІЙКІСТЬ ЯК ЕЛЕМЕНТ ФОРМУВАННЯ МУЗИЧНО-ВИКОНАВСЬКИХ ЗДІБНОСТЕЙ МУЗИКАНТІВ-ІНСТРУМЕНТАЛІСТІВ

84%
Крива В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
280-286
EN
The aim of this article is a study of emotional stability in the formation of instrumentalists’ musical performing abilities, the definition of the main approaches to understanding the notion of emotional stability and justification of its significance in the work of a musician-educator, as well as highlighting possible emotional and psychological difficulties which expect the musician on his way to realization of their creative potential. It also examines and theoretically grounds perspective of emotional stability as an element of the instrumentalists’ musical performing abilities formation, which is very important in training of the future musical art teachers. The key influential factors which lead to the formation of emotional stability are identified. The main views on the notion “emotional stability” are described. The methodology of the study. In this article such methods as universal method, methods of analysis and synthesis are used. Conclusion and perspectives for a further research. We make a conclusion that emotional stability is the interplay and interpenetration of constancy and variability. Emotional stability of a musician-instrumentalist is an important feature of his professional activity, an adequate level of established attitudes, the emotional-volitional processes, behavior, moods and emotional and psychological states. Therefore, emotional stability is a prerequisite for successful and lasting implementation of a musician-instrumentalist’s professional activity. A musician’s activity requires not only continuous improvement and development of a whole special abilities’ range, but also formation of the ability to emotional stability as professionally important mental properties. Emotional stability provides emotional regulation and its correction, it is one of the levels in the mental regulation overall system. The capacity for emotional self-regulation significantly determines the formation and development of professionally musician’s personality important qualities, is a necessary component of readiness for professional activity and ensures the effectiveness of music performance and music teaching. In this connection psychological conditions that promote the formation of such skills in the future teacher-musician in the period of mastering his profession and throughout his professional activity requires a further study
3
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Czynniki warunkujące radzenie sobie nauczycieli szkół podstawowych z wyzwaniami zawodowymi – relacja z badań

84%
Kwiatkowski S. T.
Edukacja Ustawiczna Dorosłych
|
2018
|
issue 4
90-107
EN
The article presents the results of research aimed at diagnosing the level of the following factors, crucial from the perspective of coping with stress and dealing with difficult situations: emotional stability, ability to work under pressure and self-confidence. The study involved primary school teachers (N = 142). The collected data showed that the tested sample was dominated by people with an average intensity of each of the distinguished factors (while in every case the high score is the most desirable), and moreover, that it included a large group of teachers characterized by an undesirable, low level of each of them. Comparative analyzes revealed, in turn, that there were no statistically significant differences between the groups of teachers distinguished by the degree of their career advancement (the level of their professional promotion) in terms of the considered variables. The study also included correlation analyzes, which showed that there were statistically significant, positive relationships between the level of the considered variables and the intensity of other stress moderators: emotional intelligence, internal locus of control and components of social competences.
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