Sovremennye Issledovaniâ Socialʹnyh Problem (Aug 2018)
PSYCHOLOGICAL FEATURES OF EXPERIENCE OF PROFESSIONAL CRISIS OF PERSONALITY BY TEACHERS
Abstract
The purpose of the study was the theoretical substantiation of the content of the category “psychological mechanism of experiencing a professional personality crisis” and empirical substantiation of the existence of value-semantic, reflexive mechanisms, as well as the mechanism of advanced reflection, which are updated in the situation of teachers experiencing a professional personality crisis. Method and methodology. The methodological basis of the work was the contextual, systemic historical-evolutionary and phenomenological approaches. As organizational methods, the cross-sectional method and the logistic method were used. The collection of empirical data was carried out by means of survey methods: the technique of biographical reflection of M.V. Klementieva, differential test of reflexivity D.A. Leontyeva, E.N. Aspen, a test of life-oriented orientations of D.A. Leontiev, a phenomenological questionnaire “Experiencing a professional personality crisis.” Results. Theoretical and methodological analysis allowed to formulate the definition of the categories “experiencing a professional personality crisis”, “psychological mechanism of experiencing a professional personality crisis”, and justify the assumption about which psychological mechanisms experienced by teachers of a professional personality crisis are actualized in a crisis situation. The results of the empirical research allowed to reliably prove the existence of value-semantic, reflexive and anticipatory mechanisms of experiencing a professional personality crisis. It was found a change in the meanings of the activities performed and a reassessment of values, the manifestation of the need for teachers to reflect on their own experiences and states. It was also noted that in a situation of experiencing a professional crisis of personality, a teacher is looking for new semantic orientations, a process of realizing his own professional potential. Practical implications. The results of the study can be an empirical basis for the development of programs of psychological and pedagogical support and teachers who are experiencing a professional personality crisis.
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