AGE AND EXPERIENCE AS DETERMINANTS OF SCHOOL AND PRESCHOOL TEACHERS’ PSYCHOLOGICAL READINESS FOR MANAGEMENT

Abstract

The article is devoted to the study of social factors of school and preschool education teachers’ psychological readiness for management. The empirical study, which involved 744 teachers, showed that there is an inverse relationship between the age and experience of teaching activities, on the one hand, and the teachers’ readiness for the transition to management work, on the other. Age has a stronger impact on psychological readiness compared to the experience of teaching. The paper reveals the fact that to the greatest extent, the age and experience affect personal meaning of the transition to management. There are time periods when the psychological readiness for the transition to management is maximal. For teachers this period is 5-10 years after beginning the teaching career, corresponding to the age of 30-33. It was not possible to allocate the period synchronously favorable on age and experience for teachers of preschool education, but it was revealed that the most unfavorable period is the age of 50, length of service is more than 16 years.