Comparative analysis of students' assessments of some professionally important qualities of teachers with different levels of satisfaction with professional activities
The article reveals one of the poorly studied aspects of the phenomenon of satisfaction with the teacher's professional activity - its connection with professionally important personality traits, assessed by the students themselves.The purpose of this study was to test the assumption that teachers with different levels of satisfaction with professional activities and, accordingly, characterized by a different ensemble of professional and personal qualities, are perceived and evaluated differently by students in the process of everyday school practice.The methodological basis of the study was built by the authors on the provisions of the theory of two factors by F. Herzberg, B. Mosner and B. Bloch Snyderman, according to which the fundamental conclusion is that dissatisfaction and job satisfaction are two independent dimensions that are independent of each other.The results of the study allow the authors to assert that the experience of pedagogical activity and the subject of teaching do not play a decisive role in the emergence of satisfaction or dissatisfaction as an integral psychological characteristic of the attitude of the teacher's personality to various aspects of his professional activity. In addition, it was found that there is a relationship between the level of satisfaction with the teacher's professional activity and the assessments of students of his professionally important qualities such as mastery of the subject and teaching methods, personal and communicative qualities of the teacher and the dominant attitude of the teacher to students, there is a relationship, which is expressed depending on the assessments of students on the satisfaction of the teacher's professional activity as a psychological criterion for his personal and professional self-development.Teachers with a high level of satisfaction with their professional activities are perceived and assessed by students as knowing the subject and explaining it clearly, understanding students and showing sympathy for the students. Teachers with a low level of satisfaction with their professional activities are perceived and evaluated by students as being boring and incomprehensible, irritable, not understanding students, feeling indifferent to students and disliking them.The data obtained can be taken into account in the development of programs of psychological and pedagogical support for the implementation of educational programs in general educational organizations, as well as in the development of personality-oriented programs for professional training, retraining and advanced training of teachers.