SOCIAL-PSYCHOLOGICAL ADAPTATION AND EXPECTATIONS OF PERSONALITY OF PRESCHOOL TEACHERS TO REQUIREMENTS OF ENVIRONMENT IN CONDITIONS OF SOCIAL AND PROFESSIONAL CHANGINGS

Abstract

In the paper, the problematic of social-psychological adaptation of personality in the context of its social expectations to the requirements of the environment in the conditions of specific and non-specific changes, i.e., in the consciousness by the personality of the possibility of its adaptation, are considered. In the theoretical part of the paper, the actuality of the adaptation problem and the modern approach to its study are justified, the main notions are explained. The main aim of the research: the study of the expectations of a personality to the adaptation to the requirements of the social-professional environment among specialists of stressful professions: preschool teachers with different characteristics of social-psychological adaptation. Methods of the psychological investigation: questionnaire of social-psychological adaptation by K. Rojers and R. Daimond, a queue for study of expectations of personality to requirements of social and professional environment. Systematical processing of the dates: method of comporizon for two independent random (t-criteria of Student). Results of the work: the level of the social-psychological adaptation among preschool teachers is found. The statistically significant different of the personality social expectations in the groups of the investigated preschool teachers with high and median adaptation level (the typological analysis), are found. This analysis confirms the results of the investigation and its believability, it characterizes the presence of certain social expectations and their different level in each group of workers. Practical implications: psychological accompaniment of preschool teachers and pedagogues in the process of their adaptation to different conditions of the professional activity, preparation of recommendations for the prophylactics of the disadaptation of the personality and its adaptation possibilities. Conclusion: among the majority of the preschool teachers (more than 60%) was found the middle level of social-psychological adaptation, and only among 30% the level is high. It was found the dependence between the level of the adaptability and the corresponding expectation of the personality respectively the adaptation to the requirements of the environments in the conditions of social and professional changings among the specialist of the stressful professions.

Keywords

• адаптационная готовность личности
• социальные ожидания
• социально-психологическая адаптация