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ΠΠ»ΠΈΡΠ½ΠΈΠ΅ ΠΎΠ±ΡΠ΅ΠΊΡΠ° ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π½Π° ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ Ρ Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΡΡΠΈΡΠ΅Π»Ρ: Π΄Π΅ΡΡΡΡΠΊΡΠΈΠ²Π½ΡΠΉ Π°ΡΠΏΠ΅ΠΊΡ
In the paper the focus of attention is on the features of changes in professional and personal characteristics of teachers of comprehensive schools and orphan asylums. In accordance with the authorβs concept of professionalization, the article considers changes in professional and personal characteristics in three directions. The authors dene these three vectors as the following: psychological characteristics of the subject; features of professional activity; features of the object of activity and interaction with it. To identify various behaviors of subjects that have a negative impact on personality development in school teachers and teachers of orphan asylums the authors used the following standard methods: the test-questionnaire of self-attitude (V. V. Stolin), βSense-of-Life orientationsβ test (D. A. Leontiev), βJob Satisfactionβ test (V. A. Rozanova), technique for diagnostics of the level of emotional burnout (V.V.Boyko), Strategic Approach to Coping Scale (SS) by S. Hobfoll, technique of general communicative tolerance (V. V. Boyko), Bass-Darky questionnaire for estimating the level of aggression. The data obtained suggest that the teachers of orphan asylums had dierences in the destructive changes of personal and professional characteristics in comparison with school teachers. When explaining such dierences, the authors emphasize the very nature of professional activity of teachers of orphan asylums, their interactionwith apsychologically complicated object of labor. The destructive changes took place in all three dimensions of professionalization. The teachers of orphan asylums scored lower on measures of self-attitude and life sensemaking as psychological characteristics ofapersonal-sense component of the destructive changes in professional development. Psychological characteristics of an individual-activity component of the professional development of the teachers of orphan asylums manifested themselves in extreme dissatisfaction with their own work, its conditions, organization, opportunities for career growth, as well as in the nancial aspect. The ndings of the study also showed that the emotional burnout syndrome was more prominent in the teachers of orphan asylums; more often they behave antisocially in a stressful situation. The study demonstrated a communicative component of the destructive changes of the professional development of the teachers of orphan asylums in a high intolerance and prominent aggressive reactions (mainly verbal aggression).Π ΡΠ°Π±ΠΎΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΡΡΡΡΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΠΊΠΎΠ» ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΏΡΠΈΡΡΠΎΠ². Π ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ Π°Π²ΡΠΎΡΡΠΊΠΎΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ, ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ Π² ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅, ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½Π½ΠΎΠΌ ΡΡΠ΅ΠΌΡ Π²Π΅ΠΊΡΠΎΡΠ°ΠΌΠΈ, ΠΎΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½Π½ΡΠΌΠΈ ΠΊΠ°ΠΊ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΡΠ±ΡΠ΅ΠΊΡΠ°, ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΠ°ΠΌΠΎΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΎΠ±ΡΠ΅ΠΊΡΠ° Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Ρ Π½ΠΈΠΌ. ΠΠ»Ρ ΡΠΈΠΊΡΠ°ΡΠΈΠΈ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠΎΡΠ²Π»Π΅Π½ΠΈΠΉ ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ², ΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡΠΈΡ
Π½Π΅Π³Π°ΡΠΈΠ²Π½ΠΎΠ΅ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Π² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΡΠΊΠΎΠ»Ρ ΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΈΡΡΠ° ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΡΡΠ°Π½Π΄Π°ΡΡΠ½ΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ: ΡΠ΅ΡΡ-ΠΎΠΏΡΠΎΡΠ½ΠΈΠΊ ΡΠ°ΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ Π. Π. Π‘ΡΠΎΠ»ΠΈΠ½Π°, ΡΠ΅ΡΡ Β«Π‘ΠΌΡΡΠ»ΠΎΠΆΠΈΠ·Π½Π΅Π½Π½ΡΠ΅ ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΈΒ» Π. Π. ΠΠ΅ΠΎΠ½ΡΡΠ΅Π²Π°, ΡΠ΅ΡΡ Β«Π£Π΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠ΅Π½Π½ΠΎΡΡΡ ΡΠ°Π±ΠΎΡΠΎΠΉΒ» Π. Π. Π ΠΎΠ·Π°Π½ΠΎΠ²ΠΎΠΉ, ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΈ ΡΡΠΎΠ²Π½Ρ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ Π²ΡΠ³ΠΎΡΠ°Π½ΠΈΡ Π. Π. ΠΠΎΠΉΠΊΠΎ, ΠΎΠΏΡΠΎΡΠ½ΠΈΠΊ SΠΠ‘S β Β«Π‘ΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ ΡΡΡΠ΅ΡΡΠΎΠ²ΡΡ
ΡΠΈΡΡΠ°ΡΠΈΠΉΒ» Π‘. Π₯ΠΎΠ±ΡΠΎΠ»Π», ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΎΠ±ΡΠ΅ΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠ½ΠΎΡΡΠΈ Π. Π. ΠΠΎΠΉΠΊΠΎ, ΡΠ΅ΡΡ Π½Π° ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΡΡΠΎΠ²Π½Ρ Π°Π³ΡΠ΅ΡΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΠ°ΡΡΠ°βΠΠ°ΡΠΊΠΈ.
ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ²ΠΈΠ΄Π΅ΡΠ΅Π»ΡΡΡΠ²ΡΡΡ ΠΎ Π½Π°Π»ΠΈΡΠΈΠΈ ΡΠ°Π·Π»ΠΈΡΠΈΠΉ Π² Π΄Π΅ΡΡΡΡΠΊΡΠΈΠ²Π½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΈΡΡΠ° Π² ΡΡΠ°Π²Π½Π΅Π½ΠΈΠΈ Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌΠΈ ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ»Ρ, ΡΡΠΎ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½ΠΎ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΎΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΏΡΠΈΡΡΠ°, Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ΠΌ Ρ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈ ΡΠ»ΠΎΠΆΠ½ΡΠΌ ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠΌ ΡΡΡΠ΄Π°. ΠΠ΅ΡΡΡΡΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΠΊΠ°ΡΡ ΠΏΠΎ Π²ΡΠ΅ΠΌ ΡΡΠ΅ΠΌ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ. ΠΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° Π΄Π΅ΡΡΡΡΠΊΡΠΈΠ²Π½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΈΡΡΠ° Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΡΡ Π±ΠΎΠ»Π΅Π΅ Π½ΠΈΠ·ΠΊΠΈΠΌΠΈ, ΠΏΠΎ ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌΠΈ ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ»Ρ, ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΡΠΌΠΈ ΡΠ°ΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΈ ΠΎΡΠΌΡΡΠ»Π΅Π½Π½ΠΎΡΡΠΈ ΠΆΠΈΠ·Π½ΠΈ. ΠΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° Π΄Π΅ΡΡΡΡΠΊΡΠΈΠ²Π½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΏΡΠΈΡΡΠ° ΠΏΡΠΎΡΠ²Π»ΡΡΡΡΡ Π² Π΄Π΅ΠΌΠΎΠ½ΡΡΡΠ°ΡΠΈΠΈ ΠΊΡΠ°ΠΉΠ½Π΅ΠΉ Π½Π΅ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠ΅Π½Π½ΠΎΡΡΠΈ ΡΠ²ΠΎΠ΅ΠΉ ΡΠ°Π±ΠΎΡΠΎΠΉ, Π΅Π΅ ΡΡΠ»ΠΎΠ²ΠΈΡΠΌΠΈ, ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠ΅ΠΉ, Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΡ ΠΊΠ°ΡΡΠ΅ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΡΡΠ°, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΠΎΠΉ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠ΅ΠΉ, ΠΏΠΎ ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌΠΈ ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΠΊΠΎΠ».
Π£ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΏΡΠΈΡΡΠΎΠ² Π±ΠΎΠ»Π΅Π΅ Π²ΡΡΠ°ΠΆΠ΅Π½ ΡΠΈΠ½Π΄ΡΠΎΠΌ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ Π²ΡΠ³ΠΎΡΠ°Π½ΠΈΡ: ΠΊΠ°ΠΊ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΠΎΠ½ΠΈ ΡΠ°ΡΠ΅ ΠΏΡΠΈΠ±Π΅Π³Π°ΡΡ ΠΊ Π°ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌ Π΄Π΅ΠΉΡΡΠ²ΠΈΡΠΌ Π² ΡΡΡΠ΅ΡΡΠΎΠ²ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ. ΠΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΠΉ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ Π΄Π΅ΡΡΡΡΠΊΡΠΈΠ²Π½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΏΡΠΈΡΡΠΎΠ² ΠΎΠ±Π½Π°ΡΡΠΆΠΈΠ²Π°Π΅ΡΡΡ Π² Π±ΠΎΠ»Π΅Π΅ Π²ΡΡΠΎΠΊΠΎΠΉ ΠΈΠ½ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠ½ΠΎΡΡΠΈ, Π±ΠΎΠ»Π΅Π΅ Π²ΡΡΠ°ΠΆΠ΅Π½Π½ΡΡ
Π°Π³ΡΠ΅ΡΡΠΈΠ²Π½ΡΡ
ΡΠ΅Π°ΠΊΡΠΈΡΡ
, ΠΏΡΠΎΡΠ²Π»ΡΡΡΠΈΡ
ΡΡ ΠΏΡΠ΅ΠΈΠΌΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ ΡΠ΅ΡΠ΅Π· Π²Π΅ΡΠ±Π°Π»ΡΠ½ΡΡ Π°Π³ΡΠ΅ΡΡΠΈΡ